Skip to main content

How to Become (or Manage) a Successful Business Analyst

Completing information technology projects on time and on budget is both essential and a struggle for most organizations. Business analysts can help shepherd projects through to successful results by gathering requirements from a business area and presenting them in ways that are understandable and actionable by the organization. Unfortunately, the business analyst’s job description is often vague. While many organizations know what needs to be done, they don’t know how to identify and develop the skills necessary to meet these needs.

As such, we’ve outlined here eight essential competencies necessary for success in this job. For each competency below, we explore the skills, knowledge and abilities inherent to each competency and provide practical tips for using these competencies as guidelines for improving the efficiency of business analysts within any organization. By definition, a competency is made up of three components: knowledge, skill and ability. Knowledge considers “what is being measured?” Skill looks at “how is it done?” Ability examines “to what degree can it be done?” 

Competency #1: Eliciting Requirements On the most basic level, the business analyst’s job is to gather and document user requirements. Requirements are needed by a user or client to solve a business problem or achieve a business activity, and they are tied to the needs of business, rather than the constraints imposed by technology. This means that the business analyst’s job has more to do with identifying the desired results than the actions or resources required to reach these results. The purpose of gathering requirements is to provide an understanding of the problem or opportunity before trying to propose the solution. 

Competency #2: Creating the Business Requirements Document A Business Requirements Document (BRD) is an exhaustive, written study of all facets of regulatory, business, user, functional or non-functional requirements. It is a detailed profile of primary and secondary users and comes directly from the requirements the business analyst has already gathered. It only makes sense, then, that the BRD should be written by the business analyst. After the document is completed, the business analyst and the client, or user, meet for a formal review and to formally approve the BRD. The document is then shared with the rest of the development team, including the project manager. In creating the BRD, a business analyst should define the various sources for requirements and the placement and relevancy of these requirements. 

 

The Essential Business Analysis SkillsAnalyze & solve problemsUnderstand the businessCommunicate effectively (write & speak)Manage client relationshipsFacilitate discussionsNegotiate & build consensusModel data & processesPlan & manage activitiesFacilitate & develop business strategyUnderstand & manage organizational change

 

For example, senior business analysts may identify such items as the project charter and vision, business case, requirements work plan, vendor request documents and business contract documents. They may also work with the project manager to define the project and product scope. Any requested changes to any area of the BRD, before or after work has begun, must be carefully reviewed by the business analyst who would then work with the client or user to make the necessary changes. 

Competency #3: Modeling Modeling refers to the ability to conduct structured analysis. In business analysis, modeling is used to support and enhance text-based requirements, help identify and validate requirements, document and communicate requirements and, finally, organize information into coherent ideas. The most common types of business analysis models include business models, process models, data models and workflow models. Experienced business analysts develop models such as business interaction charts or entity relationship diagrams and examine how the business process works now, in order to develop improved charts and help troubleshoot in the future. When looking at models, the business analyst is looking for problems and opportunities that will change the process or the deliverable. 

Competency #4: Object-Oriented Analysis An object model is an abstract representation of the process and data requirements of a system, based on separating the system into units called objects. Each object includes the data and operational characteristics of one business item. Object-oriented analysis is particularly important to business analysts as a business planning tool to depict the hierarchy of business functions, processes and sub-processes within an organization. Generally speaking, individuals working on object-oriented analysis should be competent in structured analysis.Object-oriented analysis requires a clear understanding of both the process and data modeling techniques, including the ability to separate systems into objects. Junior business analysts may get involved in the functional separation of the as-is state of a project, including forming a simple model of this state. From this model, an intermediate business analyst may consider developing activity diagrams to further clarify requirements. With diagrams in hand, a senior business analyst is likely to begin designing the to-be state during one-on-one interviews, group interviews and the documentation process. Essentially, each of the processes involved in object-oriented modeling ensures that the requirements are properly communicated to the developers and administrators. 

Competency #5: Testing When it comes to testing in business analysis, the first thing to understand is that the term applies to several different levels of work. First, business analysts are looking to test the products to validate whether the requirements have been met. They develop test scripts, test plans and test scenarios based on the as-is state as well as the to-be models. Testing requirements should be done in recurring stages to ensure that, by following the requirements, the desired deliverables will be met. The second level of testing is more familiar. This is testing the functionality of the physical product – testing lines of code and user testing of graphical appeal, speed and functionality. Black box testing and glass box testing fall into this category. As with the first type of testing, this testing also makes sure we reach the desired state, but it is based on user acceptance. In testing situations, business analysts design test cases and review the results from these scenarios. 

Competency #6: End-User Support It’s a common misconception among project teams that the project ends when the deliverable is completed. This isn’t true. Business analysts should be aware that end-user support after the product is delivered is almost as important. The role of the business analyst is not to act on behalf of the training team, but to complement the training team’s efforts with their knowledge of the business requirements. Much of the documentation created in the process of identifying the deliverables is invaluable to the development of training needs and end user support, including user manuals and reference materials. Business analysts work with end-users after deployment to clarify any high-level questions that need to be addressed. They also work closely with training managers and facilitators to define requirements to deliver the training supporting the business needs. Finally, business analysts assess and evaluate all feedback from team members, those individuals involved in the deployment of the product and any pilot or “test” groups, to ensure that the requirements necessary to correct any issues are addressed in future releases, iterations or versions of the product.   

Competency #7: IT Fluency How much IT knowledge is enough for a business analyst? The IT background for a competent business analyst depends entirely on the environment and possibly the industry vertical within which he or she works. It’s important to remember that IT fluency is just one of eight competencies that a successful business analyst must have. Also, just because an individual is fluent in a given technology does not automatically qualify him or her as a business analyst. This is a mistake made by many organizations. In theory, a great business analyst should have the wherewithal to understand which resources would be appropriate to help define and validate both requirements and specifications within a given project and product scope. In examining the different stages of a business analyst, a person at the junior level would need to have a clear understanding of the IT products and tools necessary for the business to function. An intermediate business analyst may understand interconnectivity and relationships between the tools and, perhaps, system architecture and information architecture. A senior business analyst will demonstrate his or her IT fluency across an industry vertical. He or she may also have a very clear understanding of how different IT products are related, interface with and connect to each other, as well as the positive or negative impact they may have in a given situation. 

Competency #8: Business Process Re-Engineering Considered the “big-picture thinking” of business analysis, Business Process Re-engineering (BPR) is a rapidly growing part of business analysis. In fact, lately many companies have been grouping business analysts around this specialty and developing teams of process analysts. This is the phase in which business analysts seek out both problems and opportunities. BPR uses a variety of modeling techniques in order to look at the bigger picture, while still thinking tactically. Business analysts’ responsibilities are often to identify, using various modeling techniques, possible areas of improvement to walk the client or user through each step of the process, examining individual tasks that could potentially be improved and then to actually make suggestions for improvements. 

You’ve Defined the Competencies . . . What Next? Now that the competencies have been spelled out, how do companies go about developing business analysts? First, they must develop and document specific job functions, and the task or tasks related to a particular level of competency. Next, they should assess existing knowledge. Finally, they must provide the training needed to develop the competencies outlined above. The first step in ensuring that an organization’s business analysts have the knowledge, skills and abilities necessary for success is to develop job functions, associated tasks and activities, and expected inputs and outputs, that would in turn support an organizations defined competency. When job descriptions have been determined and approved, it’s essential that organizations “take inventory” of the competencies their business analysts already possess. There are specific assessments to test these competencies. Such tools will establish the knowledge level of individuals in each competency area and of the team as a whole. If knowledge isn’t base-lined, improved cannot be observed, and overall performance for the individual and the organization. After establishing the business analysis knowledge and ability levels within an organization, the next step is to implement training to improve any competencies that may be lacking. The competencies above can also serve as a validation tool for such training. They can be used to ensure that the performance improvement program is comprehensive, that no behaviors or competencies are missed, through proper training, on the job experience as well as the appropriate coaching and mentoring. Keeping in mind the eight competencies, as well as the necessary people, processes, tools and technology, will put an organization on the path to better business analysis and, ultimately, to more successful projects.    

Reducing the Trend of Failed Business

Change is the norm; fierce competition is the driver, and lean thinking is the latest call to action. Organizations in both the public and private sectors are struggling to not only react to the velocity of changes in the economic, political and global landscape, but also to proactively stay ahead of the curve. Organizations bring about change through programs and supporting projects. Projects play an essential role in the growth and survival of organizations today, for it is through projects that we create value in the form of improved business processes, and new products and services as a response to changes in the business environment…

To manage change effectively, organizations need to be good at: (1) establishing business strategies and goals, (2) identifying new business opportunities, (3) determining solutions to business problems, and (4) selecting, prioritizing and funding projects to implement major change initiatives, and thus meet business needs and achieve strategic goals. The major change initiatives that transform businesses may be:

 

  • Business process improvement and/or re-engineering ventures to replace inefficient and outmoded legacy business processes and technologies.
  • Significant change programs to continually tune the organizational structure, capabilities and competencies as the business model changes.
  • New lines of business requiring new business processes, organizations, and technologies to support the new operations.

Since data and information are the lifeblood of virtually all business processes, information technology (IT) systems are often a major component of these large change initiatives. As organizations depend more and more on technology for business communications and operations, software-intensive IT projects are becoming more and more essential to turn an organization’s vision and strategy into reality. Executives across industries and in the public sector have their eyes on the portfolio of business change initiatives and the supporting IT projects to ensure that they: (1) invest in the right mix of projects, (2) develop expert capabilities to deliver flawlessly, (3) allocate their scarce resources to the highest priority projects first, and ultimately, (4) capture the added value to the business that was expected.

How Well Do We Execute Business Transformation Projects? What is the track record for completion of complex business process changes accompanied by software intensive IT systems? We have an abundance of surveys that have been administered during the last decade revealing the rather dismal record of project performance, particularly for significant IT projects. The StandishGroup 2004 Third Quarter Research Report exposed the difficult nature of managing IT projects today: 71% of projects were challenged, meaning over time or budget; or failed altogether, meaning nothing of value was delivered to the organization.1 A public sector source of equally illuminating information is from the U.S. Government’s Office of Management and Budget (OMB), the federal government agency that evaluates the effectiveness of federal programs, policies, and procedures, assesses competing funding demands among agencies, sets funding priorities, and approves funds for major capital projects. This OMB March 26, 2003 study stated that 771 projects included in the fiscal 2004 budget – with a total cost of $20.9 billion – were at risk. The conclusion: the high cost of failure is unsustainable. As a result, the Federal IT Project Manager Initiative was chartered to raise the capability and maturity of project management for major change initiatives in the Federal Government.2

What is the Root Cause of Failed and Challenged Projects? What is the cause of this very disappointing record? It is almost certain that there is no single cause of the persistent state of troubled projects. However, there is a growing notion that poor requirements engineering is one of the leading causes of project failure. Requirements are hard to get right, especially for software – very hard. It is becoming clear that business system development must be treated as a specialist discipline, implementing requirements formed through good requirements elicitation, documentation and management techniques. Existing requirements engineering approaches, methods and tools simply don’t deliver the results that are vital for the success of organizations both public and private. As businesses across the globe rely on successful business transformation projects with critical IT components for their very survival, the stakes are too high to continue in a business-as-usual mode. The question is: what can we do to begin to reverse the trend of failed projects? In a response to the belief that more rigorous attention to requirements management will add considerable value to project team effectiveness and greatly improve project performance, business analysis is emerging as a valued business competency.

Business Analysis: An Emerging Profession In their quest to build the organizational capabilities to select, prioritize and manage projects, organizations have discovered that the core competency of business analysis must be elevated in importance, developed, supported and matured. Most organizations have invested handsomely in innovation and new product development projects, and in IT systems to help operate the business and capture business intelligence about the marketplace. Indeed, over the last ten years or so, organizations have begun to embrace the practice of professional project management. However, businesses and government agencies are just now beginning to understand the importance of the capabilities needed to identify strategic business needs to operate effectively and efficiently, and to act on those needs expeditiously. Those who acquire and master business analysis competencies will more effectively react to and pre-empt changes in the marketplace, flow value through the enterprise to the customer, thus remaining competitive.

The Business Analysis Professional The International Institute of Business Analysis (IIBA), founded in 2003, is an organization dedicated to advancing the professionalism of the business analysis occupation. The IIBA is the independent non-profit professional association serving the growing field of business analysis. The IIBA membership consists of individuals with various titles and filling a diverse set of roles – requirements engineers, systems analysts, business analysts, requirements analysts, project managers, technical architects and developers, and consultants – anyone involved in analysis for systems, business or process improvement. 3 The IIBA has developed the Business Analysis Body of Knowledge (BABoK) for the profession. The IIBA plans to work continually with practitioners around the globe to upgrade those standards through education, research, and the sharing of effective tools and techniques. 4 In addition, IIBA is developing a Business Analyst Certification Program, unique to the profession of business analysis. Establishing a certification for business analysis will go a long way in standardizing and professionalizing the practice of business analysis. The Certified Business Analysis Professional exam is offered in North America in 2007, with an international launch in 2008. The certification will create common expectations on the part of organizations for the knowledge, skills and competencies acquired to become a Certified Business Analyst.

 

NOTES 1. The Standish Group International, Inc. (1999) Unfinished Voyages, A Follow-Up to The Chaos Report. Retrieved Apr. 08, 2005, from The StandishGroup Web site: http://www.standishgroup.com/sample_research/unfinished_voyages_1.php.2. Federal IT Project Manager Initiative retrieved December 27, 2005http://www.ocio.usda.gov/p_mgnt/doc/CIO_Council_Guidance.ppt#425,1,Federal IT Project Manager Initiative3. International Institute of Business Analysis home page http://www.iiba.com/ retrieved December 21, 20054. International Institute of Business Analysis, Business Analysis Book of Knowledge draft version 1.4http://www.iiba.com/pdf/BABok_Release_1dot4_2005Oct27.pdf retrieved December 21, 2005

Building a BA Centre of Excellence.

Where to Start and What to Consider
 It strikes me as odd that, given the number of clients I have dealt with over the years, there remains a constant assumption that, because you provide training to a group of individuals in any given organization, you, by right of passage, become a “mature” practicing organization.   Get them together on an individual basis, however, and any one of them would tell you quite the opposite.  Disarray is perhaps the most fitting descriptor for this case.
We are always willing to acknowledge that which we continuously seek, industry standards. Sadly such industry standards are nowhere near where we want them to be.  Take, for example, the Chaos Report developed by the Standish group.  It maintains that, of all the projects it assesses in North America, only 34% of them would expect to finish on time, on budget and within the original scope defined.  ESI clients have shared with us in a recent survey the fact that the number one challenge in turning requirements into deliverables is poor requirements definition, followed by improper risk management and finally, scope creep.

 Why are our projects in a state of disarray?  It’s likely not the project management practice. Most organizations have a well-defined PMO and all the disciplines have been identified to conduct their day-to-day activities.  It is business analysis and the lack of structure, discipline and rigor around its day-to-day activities that, I believe, is the traceable root cause of project distress.

 It’s the situations where we have no formalized process for eliciting, analyzing, documenting, validating/testing, and tracking our requirements.  I’ve seen it time and time again where great degrees and variations of the above exist.  Organizations have 47 flavors of Business Requirements Document templates and they call this a standard. Their corporate solution development lifecycle gets hacked down, expanded, massaged, and tailored to meet a particular business unit’s need, and again we call this a standard. Methodologies are adopted and then tailored or crafted according to need or thought de jour!

 Another area of weakness: how can our resources possibly be expected to deliver with any degree of accuracy if we are not even clear on the tasks and activities that need to be performed to achieve the desired results?  Even more seriously, there is no linkage to our “standard methodologies.” As such, we insist on sprinkling the “magic fairy dust” over unsuspecting subject matter experts, and with a mighty push out the door in the direction of our stakeholders, who “don’t know what they don’t know,” expect them to achieve great results. Tell me that’s not a problem waiting to happen!  The other very interesting situation that continues to present itself where competencies and career definition are concerned, is that organizations continuously expect that PMs and BAs can perform each other’s given tasks.  Our resources are stressed out, and being asked to do more with less, in a shorter period of time. Clearly this need for speed is not working in our favor.

 It’s interesting to note that, while we would all acknowledge and recognize the errors of our ways, the real error is not being able to identify a starting point from which we can begin the process of maturing our BA practice. In a world where our daily activities are under constant scrutiny, I find myself repeating an old Japanese proverb “vision without action is a daydream and action with vision is a nightmare!”  The question still remains: where do we start?

Three things must be considered. 1) Have a plan, 2) Be patient and 3) Know your capabilities.  To have a plan, a project plan, means that, to some degree, you have considered the scope of what it is you and your team are about to embark upon. You clearly understand the major tasks and deliverables, and the time frame in which to accomplish such goals. Tactically, all tasks and activities that need to be accomplished to fulfill the needs of a developing Center of Excellence (COE) are easy to accomplish. Strategically, a cultural shift will not happen overnight, as a change in business practice must be carefully nurtured over a period of time, so we must be patient. Knowing your capabilities will allow you to understand the scope of what it is you are about to undertake. Being honest about the true level of maturity will allow the sponsoring organization to focus on the priority issues. Not all problems can be solved at once, even using advanced “technologies, thoughts and process.” For example, if it is understood that your organization is in its BA development infancy stage, why apply the most complex formulas to begin your baseline metrics. You must walk before you run.

Any good project manager or business analyst will tell you that, without active support, input and feedback, your initiative may be all for naught. Consider your stakeholders with thoroughness.

  • The Executive Team:  The strategic decision makers
  • Executive Sponsor:  May or may not be the same individual or individuals, but essentially hold the budgetary and resource means by which you will accomplish your endeavour
  • BA Director/Manager or Supervisor:  This individual will serve as the liaison between the tactical and strategic sides of the endeavour; they will be ultimately responsible for managing and maintaining the COE.
  • BAs:  Get them involved! Give them a sense of ownership; have them solve some of the challenges facing the organization; select a team of champions that represent the diversity of the BA group. After all they will be on the frontlines!
  • Project Managers:  Without requirements there are no deliverables. Without deliverables requirements have no meaning. This is a mutually exclusive relationship, and should be treated as such. Not including the project managers will encourage a siloed/ independent approach to the delivery of projects and alienate team members. Also consider that much of the structure and foundation of how PMOs evolved can be used as lessons learned for the development of a BA COE.
  • Functional Managers: There will come a time when the COE will have to engage the functional managers to provide additional resources for the definition and creation of requirements. As such, the borrowing of resources should not be impeded by a misunderstanding or lack of knowledge of what the COE’s purpose is.
  • Customers: Frequently, customers can be heard complaining about analysis paralysis, and are more focused on the outcome rather than the process used to get there.  It is the lack of knowledge and appreciation of this that is important to share with clients. Their feedback and assessment of the performance of the COE will be critical to its growth.

Have a plan, be patient and know your capabilities.

Levels of Maturity: Ask any organization and fifty percent of the time they tell you flat out that they are mature in their BA practices. They tell you they have three standard methodologies, and did some training, “our people are very competent” and, therefore they are operating at a Center of Excellence capacity.  The reality is this: while it may be true that investments are made to develop resources and put into place tools and methodologies this by itself does not constitute excellence.  The sum of all parts and the practice of organized and disciplined business analysis over a period of time constitutes maturity.  For the sake of this article, I have defined three possible levels of BA maturity. The titles themselves are arbitrary and may be changed according to the requirements of the sponsoring organization. It is the classification and characteristics of each level of maturity that will provide the needed assessment and guidance for development.

 

Level I – Community of Practice

Most organizations today are performing business analysis at a community of practice level.  They have recognized the need to develop the skill sets of their BA resources, and may have even gone as far as doing an assessment and evaluation of the level of competency of their BA group. As such they were able to identify any gaps that might exist in both performance and overall competencies and job descriptions.  Other organizations have also begun to put into place a solution development lifecycle and are likely to be in the process of either redefining or developing one.  A common question that comes up is this; what do we develop first, the people or the processes?  My response is go with the egg, eventually the chicken will come!  The processes need to define what needs to be done, and how it will be done, in the context of an SDLC. Job descriptions must define the ability, skill and knowledge necessary to perform the tasks and activities defined in the SDLC. The solution development lifecycle and job descriptions/career paths and competencies must be closely interrelated. They may begin to demonstrate an alignment with the PMO.

An overall acknowledgement by the organization of the role of the business analyst and its importance to the success of overall project deliverables is beginning to form. At this point our services, if sought, perceived as being reactive in response to an immediate need, and generally sought after as a utility. At this point, our accomplishments are only beginning to have any real recognition at the middle management level because of the tactical nature of our services.

Level II – BA Bureau of Maturity

There is no doubt in my mind that many organizations have demonstrated in some capacity their level of maturity given a specific area with the guiding principles in level of maturity. They may include some of or all of the following items, but in order to move from one degree of maturity to another demonstration of the following with consistency over a period of time is necessary.  A direct reporting structure to either the PMO or the CIO may be in place a Director of the BAB is likely to be the leader of the BAs and as such is making strides to present his team as a distinct business unit. The team is clearly a distinct pool of resources.  From a services perspective they are beginning to show signs of credibility amongst the business unit leaders as a result of consistent performance excellence. Business Unit Leaders are seeking out the team to provide assistance when needed, and the recognition of moving from a tactical to strategic role is beginning to form.

Level II – Center of Excellence

You’ve developed partnerships with the executive. Your team is sought after as the change leaders of the organization. You are clearly recognized as a customer service solution. You and your team have demonstrated your discipline both tactically and strategically. Most importantly, you have clearly defined the art of Enterprise Analysis (EA) and demonstrated your ability in the five areas of EA including, Business Architecture, Information Architecture, Application Architecture, Technology Architecture, and Security Architecture. Your team is providing and sponsoring studies to participate in overall corporate advanced and BPI & KPI’s and overall business effectiveness.  Your continuous assessment and evaluation of performance on internal process and customer satisfaction has become commonplace.

There are two keys to clearly understanding your level of maturity with the presented model. Acknowledge that it is likely that your organization may demonstrate maturity at a variety of levels given this framework. Also consider that true excellence must be demonstrated and evaluated as consistent over a period of time. As an example, training may be delivered in order to move the organization into a Community of Practice / level one of maturity. Training and learning do not stop here. Certification, coaching and mentoring, participation in improvement initiatives, and membership in organizations such as the IIBA, are the contributing factors that move an organization from one level of maturity to the next. In short, the sum of the parts is equal to the whole!


Glenn Brûlé, Director of Client Solutions for ESI International, has more than 15 years experience in many facets of business, including project management, business analysis, software design and facilitation. At ESI, he is responsible for supporting a global team of business consultants working with Fortune 1000 organizations. Glenn’s background as an educator, communicator and business consultant has served him well through his many client engagements that have focused on understanding, diagnosing and providing workable business solutions to complex problems.In addition to his position at ESI, Glenn serves as a Director at Large for the International Institute of Business Analysis (IIBA). His primary responsibility is to form local chapters of the IIBA around the world by working with volunteers from organizations across various industries and government agencies. Glenn has successfully launched eight chapters in major Canadian cities and is currently working on launching eight more U.S. chapters and nine outside of North America. Glenn Brûlé is a frequent speaker at professional association meetings and conferences around the world, including ProjectWorld/World, Congress for Business Analysts and IIBA events. He has authored numerous articles on business analysis and was instrumental in the development of ESI’s white paper titled “Eight Things Your Business Analysts Need to Know – A Practical Approach to Building and Improving Competencies.”  

 
Watermark Learning Reports Increased Demand for Business Analysis Training

 As awareness grows in the project management industry, demand is increasing for business analysis training, since business analysis is frequently cited as a key problem area for providing inconsistent deliverables. As a result, companies such as Allianz Life have established a Business Analyst Center of Practice to ensure that their business analysts have the framework, processes, skills and techniques to excel in their profession.

 “Allianz Life engaged Watermark Learning for training because of its Masters Certificate Program in Business Analysis as well as its practical learning approach based on best practices,” said Lynn Lang, Allianz Life.

 “In today’s competitive landscape, businesses must perform with razor sharp efficiency and productivity,” said Terri Swanson, Watermark Learning, COO. “More business leaders are recognizing the value that business analysis training brings to an employee’s contribution and the effectiveness of an organization as a whole.”

 Since launching the Masters Certificate in Business Analysis in July 2005, Watermark Learning has received hundreds of participants in the program, including Allianz Life, a life insurance company.

 Allianz Life identified the business analysis process as their key problem area providing inconsistent deliverables. They established a Business Analyst Center of Practice to ensure that their business analysts had the framework, processes, skills and techniques to excel in their profession. As part of this initiative, Allianz Life looked to partner with a training vendor who could provide a professional business analysis certification program based on industry best practices, designed to specifically address their business needs.

 “Allianz Life engaged Watermark Learning for training because of its Masters Certificate Program in Business Analysis as well as its practical learning approach based on best practices,” said Lynn Lang, Allianz Life. “Not only will our business analysts receive a Masters Certificate, but they will also gain Professional Development Units through PMI as well as CEUs through Auburn University.”

 Watermark Learning is actively involved in raising industry awareness of the value of business analysis and was named an IIBA Endorsed Education Provider. It’s principals and founders, Elizabeth Larson, PMP, and Richard Larson, PMP, have helped develop the Business Analysis Body of Knowledge (BABOK), a document created to identify the key tasks that a business analyst would be expected to understand and perform