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Korngasse 9 35510 Butzbach www.competiti
Korngasse 9 35510 Butzbach www.competitive-intelligence.com on..........................................................................................................3r CI Profe.....................................................5 Professionals..............................................................5OK)........................................................5onal..........................................................6ion..........................................................................7Professionals.........................9Approaches................................................................................9 take?...........................................10beginner to grer................................11.......................................................12on.................................................................................................14.........................................................16lligence...........

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........................................16culum...................................................................................17ent..................................................................17 at the ICI.............................................................18lty..........................................................................................18hievements.........................19udy...........................................................................19x...........................................................................................................20ques for Competitive Intelligence....20), 2008....................................................21Competency Domain 1: Design and Manage the Competitive on...................................................................................21Competency Domain 2: Promote on......................................................................................................22Com

petency Domain 3: Advance the Ev........
petency Domain 3: Advance the Ev.......................................................................22Competency Domain 4: Implem...........................................................................................23ojects......................................24Competency Domain 6: Conduct InInformation Resources......................................................................................25Competency Domain 7: Conduct Intelligence Analysis and Delivery s..........................................................................................................26stitute for Competitive Intelligence GmbH 27ces.....................................................................291. Introduction e intelligence (CI) is tentions. This knowledge enables decision makers to make sound decisions. In order totelligence needs, support data collection on an ongoing base, this process is usually referred to as a Competitive Intelligence Figure 1 The Competitiv

e Intelligence Cycle (Michaeli 2005) re
e Intelligence Cycle (Michaeli 2005) re specific skills from the executor, as all the skills required to perform the whole cycle, which is a truly challenging task.For practitioners of competitive intelligencessional need to build up competencies? 2) What skills and capabilities does he/she need to develop? petencies and skills required by CI professi This CI manager is usually supported by colleagues on a part-time basis: Acting as “sensors”, in the field, for example, or contributing to the analysis of competitive information using technical expertise (“gatekeepers”) scribes levels of proficiency, and concludeCompetitive Intelligence. The lessons learned from this article could very well be utilized by corporations eager to set up their own in-house CI training programs or by individuals seeking to build a competitive intelligence. 2. Competencies and Skills for CI Professionals 2.1 Competencies for CI Professionals

quired of each of their members in order
quired of each of their members in order to Examples include somewhat similar disciplinequisites are given, then it define knowledge domains and (education) curriIn terms of competitive intelligence however, there are still ongoing discussions as to traced back to ancient times. Still, within modern management science Michael Por- as “Competitor Intelligence”. Various m of trying to define what Terms such as business intelligence, market intelligence, (customer) insight or deci-intelligence in various contexts and perspectives. ems from the fact intelligence, notably knowes, competitive intelligence remains very lished, so several authors have approached the subject (e.g. Cline 1992, Shelfer lished that would form the basis for the onals. Only in 2009 was the notion of knowl-edge domains (i.e. a Body of Knowledge) formally established (see next chapter). 2.1.1 SCIP’s Body of Knowledge (BOK) SCIP, the Society of Competitive Intelligence Professionals, was founded

in 1986 as mpetitive intelligence. SCIP
in 1986 as mpetitive intelligence. SCIP finally published a “Body of The goal of this BOK initiative was to develop a holisticdefined as a compendium of (1) proven, well-esinnovative, unproven theories, the field of competitive intelligence (SCIP 2008). The BOK consistsManaging the CI Function3) Advance the Evolution of the CI Function, CI Skill Sets 6) Conduct Intelligence Collection & Manage Information Resources 7) Conduct Intelligence Analysis and Delivery Processes ain “analysis” (See APorter’s 5 forces industry structure analysis) that should be used to fulfill a given analysis assignment. Rather it is left to tany analytical tools and techniques thatan overview of potential analytical tools tools and techniques (e.g. how to synthesize information) still needs to be discovered mer, you may be led to believe tcompetitive intelligence. 2.1.2 Soft Skills for the CI Professional SCIP’s BOK does not look at the soft skills and personal traits required by CI

profes-to define an exhaustive list. As
profes-to define an exhaustive list. As a common denominator one might argue that the fol-onals (Euroguide LIS 2004) apply to com- In 2006 SCIP published “Curriculum Modules for Educational Programs in Competitive Intelligence for use by Professional Trainers and Academics” (SCIP 2006), which to some extent already defined a Personal Relations Autonomy Communication skills Availability Empathy Team spirit Sense for negotiation Teaching skills An enquiring mind Analysis Analytical ability Critical ability Ability to synthesize Communication Discretion Resourcefulness Managing Perseverance Rigor Adaptability Foresight Decisiveness Initiative Sense of organization 2.2 Status Quo of CI Education indicate, most individuals entering into a CI function are trained “on the job”, i.e. if they are lucky a senior colleague will through literature studies or attending conferences and workshops. e univers

ity degrees in competitive intelligence
ity degrees in competitive intelligence are not widespread. However, this later fact is understandable as most CI ute to a competitive intelligence function. Vocational CI education is lim and dedicated CI conferences. 2003-2005). Individuals then move on to new functions, usually well prepared for a valuable CI know-how dwindles away or is lost. Furthermore “Competitive Intelligence” still remains an “unknown” discipline within All in all, this status quo is to some extintelligence education is not established, as subsequently very few standards or best practice guidelines have been developed. This presents a vicious cycle resulting in 3. Training Approaches and Expertise Levels for CI Profes-s of CI professionals, the question re-mains as to how one can acquire and apply the necessary skills. First of all, it is im-3.1 CI Training Approaches An appropriate learning environment is fundamental for effective CI training. Learning livery format, instructional appr

oach, learn-ing incentives and monitorin
oach, learn-ing incentives and monitoring of the particiand hands-on delivery of the concepts is key tois more art than science. The following (non-exhaustive) list provides insight into po- Appropriateness rating for CI Delivery formats Classroom teaching Medium Individual teaching High Passive consumption of know-articles) and presentations (events) Low E-learning and distance learning (tmainly PC-based learning, sometimes with paper workbooks or watching videos/DVDs) Discussions in peer groups High Autodidactic build up of know-how based on own experience Medium -life projects High Instructional approaches Teaching with case studies High res) with explanations Low Interactive group exercises (workshops) Medium Practical field exercises High On-the-job coaching (mentoring) High Exchange of best practice processes within a community Medium Learning incentives and monitoring the achievement of goals Feedback from trainers Medium Feedback f

rom peers Medium written and/or oral p
rom peers Medium written and/or oral parts High Evaluation of practical work (papers, articles, case studies, homework etc) Medium s with performance feedback High 3.2 The chess analogy – whAn analogy that has proven to be useful in aining concepts for develop are similar to the skills required by ber of “rules”. Not only is the overall play in turns until one side is beaten or a stalemate reached. It should take an aver-earn the rules of chess and develop an un-derstanding of the general evolution of a chess game. Still, despite this straightfor-to highly complex affairs. As the poten-ounter moves, resulting in unique situations predict an opponent’s behavior over sev-eral rounds. 3.2.1 The difference between a successful and a mediocre chess player ss, obviously not everybody who plays chess is neces-Scientists who have been analyzing various chess players and their respective intel-lectual and cognitive capabilities, confirm that the art of city to identif

y virtually thousands of patteThrough th
y virtually thousands of patteThrough this ability, advanced chess players can easily outperform even the smart-g what a given situation is all about an evolve out of suchdo exactly the latter, as they calculate st The total number of different chess positions is estimated to be 2.28 x 10. After two moves 72,084 different positions are possible. In 1996 IBM’s “Deep Blue” was the first chess-playing computer to beat the chess world champion Garri Kasparow in a regular chess tournament. of expertise: beginner, advanced, expert/mlevel of expertise one has achieved. Several tens Several thousands Complex, Complex, Complex Correct con-tent, formal formal, com-Special termi-Avoidance Tries to … Standard, ex-Self-explana-tory, descrip-ten illogic Rational Intuitive Consciousness Prerequisite Interest, some Continuous Education, ex- A few 3.2.2 Expertise levels: From beginner to grand master their disposal for ana

lyzing situations. ents, an “advanced l
lyzing situations. ents, an “advanced level” of expertise A pattern in the sense of a chess game could be a ”Sicilian opening“, used to describe a certain way that the initial moves are carried out. Once opponents have identified this pattern it becomes obvious how to defend and attack based on the strengths and weaknesses of the evolving situation. Whenever an opponent wants to deviate from this “pattern”, additional variations are introduced. analysis” is known, but they might not have the relevant experienceaningful discounted cash flow analysis. ing/business administration schemes a PhD student will have encountered will increase to several thousands. eld, papers can now be published reaching nowledge level of the discipline. s), especially since the qual-opriate advanced level of an expert. Know- denoting competence and experience at r discipline. Given the huge number of cog-both the insider know-how for proble

m solvin3.3 Learning to become a CI Prof
m solvin3.3 Learning to become a CI Professional that the experience level the whole competitive environment is consions need to be analyzed. “Pattern recogni-ss of the competitive landscape and any po-mpetitive intelligence situation can be ex-Obviously not all theoretically possible activities are likely to. Several competitive intelligence analysis techniques are specifically applied to better understand the intentions, motivations and capabilities of competitors (such as com order to limit potential activities. By applying these ysis of competitive situations. This re-quires both experience and profvel usually offer further deliverables practitioners will grow their and develop crucial networks cope with their requests on an ad-hoc base. They evolve as authorities in conducting advanced CI analysis projects (war games, force behind it. While straightforward reports and analyses are optimized, advanced concepts such as the “Psychology of Intelligence Analysis

” (Heuer 1999) are usually implemented t
” (Heuer 1999) are usually implemented to push the performance envCI Managers will develop a “sixth sense” in assessing existing and upcoming threats, of corporations will start also benefiting from their extensive industry-related know-how. In a very interesting survey the strategy consultancy McKinsey (The McKinsey Quarterly 2008) has shown that many companies follow rather dumb tit-for-tat moves. Lack of early warning functionalities and lack of appropriate assessment of one’s tactical portfolio lead to the most obvious, so rather short-sighted retaliation – copy the move that a competitor has just made. pany external contacts – there are simply no experts available within one’s own management, national intelligence ormore active in developing their own CI master pieces – these will serve as building opment. However, formal education alone is not enough their work, CI professionals will virtually and establish the

ir own domain expertise. onducting CI an
ir own domain expertise. onducting CI and in some cases they might CI field they will start to develop new analytical techniques, processes, research op-and authoritative thought-leadership is acknowledged by SCIP’s BOK refers to the later competenc3.4 Conclusion SCIP’s BOK provides a basis for educatihowever left to the practitioner to develop his/her own tools and techniques as well as . Five experience levels have been defined reflecting growing proficiency. “Learning” the profession can only be achieved by building up experience from the analysis of countless competitive intelligence engagements. ing up competitive intelligence expertise correlates with to optimize the knostructional approach has to stimulate the crward to complex business situations. llowing (non-exhaustive) list of possible activities can 1) Make sure you are continuously expoudents to continuously collect, analyze and archive petitive situations. Sources for such articles, conversations w

ith friends Whenever information about a
ith friends Whenever information about a competi-background checks through secondary panies involved. Prediction moves should follow as an exercise to hone one’s skills. Regular, formal hind-ckly drive practitioners along the recommendations are to be verified against discrepancies then a root analysis should be2) Make sure you learn the basic and s and individuals. Stickithis prohibits learning. 3) Read new mind-challenging articles and to follow developments in related areas such as knowledge management, na-4) Develop your own analytical approaches need to adopt more general concepts to specific tasks. By developing and honing these approaches, practitioners can build up their own set of analysis techniques or process 5) Try to communicate with other CI profis know-how towards your own world. Typical 4. A Case Study for a CI Education Provider 4.1 The Institute for Competitive Intelligence s established in 2004. Over the years its modular curriculum, which cons

ists of an overview of the ICI’s worksho
ists of an overview of the ICI’s workshops and certificates). CPCI™ (Certificate of Proficiency in Copossess a significant amount ofthey are already seasoned CI professionals looking for special training courses to hone their skills and broaden their portfolio of analytical techniques. Most See www.competitive-intelligence.com for details. the ICI’s participants’ profiles. As these statistics indicate, the participants on the ICI’s workshops have very diverse educa-tional backgrounds, industry experience and ific regions and business cultures. 4.1.1 ICI’s curriculum d prior to SCIP’s BOK. However, when Within the “Analysis” competency domain 7“ICI offers an extensive repository of woporate basic soft skill training such as where. Neither does workshops – these are only available as in-house train-ing courses. 4.1.2 ICI’s learning environment in small groups, with less than 15 partici-members encourage discussions i

n class
n class Only one workshop is predominantly designed as a field exercise: ICI-5 Primary Research with human sources requires participants to train in the field. information on the workshop topic and instruTo enhance peer-to-peer discussions as well as networking opportunities, the ICI op-erates an exclusive social platform under www.linkedin.com. Here alumni can share 4.1.3 Use of case studies at the ICI A candidate on the Certificate of Proficiency in Competitive Intelligence program will tually challenging learning environment. The The difficulty level of case studies increast of the certificate program. dates will almost subconsciously apply this skill set of pattern identification and o-day intelligence work, multiple lay-e experience are created. 4.1.4 ICI’s faculty vide direct and honest feedback on both the inered to the highest standard in constantly monitored through participant the ICI workshops has remained

at a very high level for many years. 4.
at a very high level for many years. 4.1.5 ICI’s incentives and control of learning achievements dates are asked to analyze and comment on stime pressure on a variety of complex questions and case studies. is exam candidates play the role of a CI manager who is exposed to a specific competitive situation. After ific competitive case. Additional control of the learning achievencouraged to fill out detailed evaluation 4.2 Summary ICI Case Study al to live intelligence as they breathe air. Participants will develop their own style of conducting intelligence. The ICI’s cur-riculum (28 workshop days) has been verified against SCIP’s BOK competency do-cipants are exposed to a number of case gagements. By adding more and more patternll demand for the ICI’s offering, one can self as a successful training organization The ICI’s processes are certified by the German state of Hesse as a quality education provider. 5. Appendix

5.1 Overview of Analytical ToolAs indica
5.1 Overview of Analytical ToolAs indicated by the shaded cells, the approacgiven task can be approached by applying various methodologies. Part of the role as ysis technique for a given by CI tasks (Michaeli 2005) Additional tools and techniques are descriData ExtrapolationIdentification of RelationshipsFilling Data GapsIdentification of Unknown DataIdentification of Recent and Future Competitorsnalysis of Industry Structure and DynamicsPositioning Relative to CompetitorsAssessment of Competitor's IntentionsAssessment of Competitor's PotentialsIdentification of Business Opportunities and ThreatsDevelopment and Assessment of HypothesesRisk AssessmentDevelopment of Competitive StrategiesIdentification of an Optimal Decision Alternative5.2.1 Timeline Analysis5.2.2 Patent Analysis5.2.3 Dynamic Regression Analysis5.2.4 Competitor Process Simulation5.2.5 Financial Analysis5.2.6 Forecasting5.2.7 Win/Loss Analysis5.2.8 Data Mining5.2.9 Text Mining5.2.10 Competitor Prof

iling5.2.11 Management Profiling5.2.12 B
iling5.2.11 Management Profiling5.2.12 Benchmarking5.3.1 Technology Cycle Analysis5.3.2 Trend Workshop (PEST)5.3.3 Competitor's Strategy Analysis5.3.4 Strategic Competitor Segmentation5.3.5 Value Chain Analysis5.3.6 Competitor Classification (Intention/Potential)5.3.7 Cost Structure Analysis5.3.8 Reengineering5.3.9 Issues Management5.3.10 Core Competence Analysis5.3.11 5-Forces Industry Structure Analysis5.3.12 Portfolio Techniques6.1.1 Scenario Techniques6.1.2 System Dynamics6.1.3 Early Warning 6.1.4 War Gaming/Simulation6.1.5 Decision Analysis6.1.6 SWOT-Analysis6.1.7 Chances/Risk Analysis6.2.1 Game Theory6.2.2 Blind Spot Analysis6.2.3 ACH6.2.4 Evidence-based Intelligence6.1 Decision Support6.2 Hypo-thesis SelectionData Aggregation and ConsolidationData InterpretationDecision Support5.2 Basic Techniques5.3 Model-/theory-based Analysis5.2 SCIP’s Body of Knowledge (BOK), 2008 5.2.1 Competency Domain 1: Design and Manage the Competi-tive Intelligence (CI) Function

Working Definition: Competencies assoc
Working Definition: Competencies associated with designing, tion within an organization. Competencies:1A. Administration and Structure 1. Conduct needs assessment to define the role of CI, reporting relationships 2. Define and articulate the vision and/or mission of CI in the organization con-3. Secure and manage adequate CI budgets 4. Develop and leverage an intelligen5. Promote the ethical and legal prac6. Manage and coordinate CI projects with other parts of the organization 7. Develop and leverage a CI community8. Assess and establish c 1B. Design and Enhance Core CI Work Processes9. Establish a request handling and priority setting CI process 10. Coordinate strategic and tactical intelligence 11. Leverage and build on the organization’s information technology infrastruc-12. Establish and manage vendor and/13. Develop and utilize internal and external knowledge networks 14. Develop and adjust work processes for varying country-specific busin

ess 15. Establish a formalized process
ess 15. Establish a formalized process and metrics to assess the value and he organization (For example, value impact, Return on Investment, quantitative and qualitative metrics) 16. Develop a CI product and service portfo 1C. Personnel 17. Identify skills sets and position titles for CI personnel 18. Identify and develop 5.2.2 Competency Domain 2: Promote and Incorporate CI throughout the Organization Working Definition: Competencies associated with describing,tionalizing the role, value and limitations of competitive intelligence and the intelli-Competencies:1. Gain commitment to CI from senior management 2. Develop and implement 3. Demonstrate the value of CI thquantitative and qualitative 4. Mentor/model CI concepts and skills to all divisions, functional and service areas in the organization 5. Train CI and non-CI personnel in CI-related skills 6. Ensure that the organization adopts an 7. Develop and implement 8. Promote and foster5.2.3

Competency Domain 3: Advance the Evolut
Competency Domain 3: Advance the Evolution of the CI Working Definition: Competencies associated with developiskills and knowledge, and how emerging business trends impact the evolution of Competencies: the CI function1. Apply program evaluation techniques tion as organizational needs evolve 2. Develop CI skills of individuals in visibility, effectiveness and credibility within the organization 3B. Evolution of CI-Related Skills 3. Evaluate and incorporate proven and new management practices, IT applications and thought leadership concepts that will positively impact CI-4. Continuously learn and apply new CI skills, techniques, and resources 5. Use best available evidence-based m3C. Evolution of the CI Profession 6. Promote and transfer CI skill sets to ot’ best practices to foster continuous learning 7. Contribute to CI professional associations to assist in the professionaliza-8. Engage, recruit and develop inter-generat5.2.4 Competency Domain 4

: Implement Needs Assessment and Manage
: Implement Needs Assessment and Manage Client Relationships Working Definition: Competencies associated with conducting client need assessment as well as de-veloping, maintaining and enhancing credibility and trust-based working relation-Competencies4A. Manage Needs Assessment1. Manage and adapt the needs assessmenttelligence needs (For example , key intelligence topics (KITs), new opportu-2. Proactively challenge in3. Assess and appraise one’s 4. Define and frame problstanding of client needs and priorities 5. Prioritize projects and activities to6. Identify and address client and organizational biases 4B. Manage Relationships7. Manage client expectations regarding t8. Assess, build and maintain relationshi9. Support and facilitate organizational team building and participation in the 10. Serve in a consultative role with c11. Build trust and develop credibi 5.2.5 Competency Domain 5: Manage CI Projects Working Definition: Competencies as

sociated with initiating, Competencies:
sociated with initiating, Competencies: 5A. CI Project Management1. Manage the planning, prioritization, exmultiple CI projects 2. Form, establish, and or individuals for CI 3. Apply time management skills across CI projects 5B. Perform CI Project4. Identify need and prepare scope of5. Determine resource requirements fo6. Identify and manage appropriate informa7. Produce analysis that is actionable (F8. Customize and communicate deliverables as appropriate for clients 9. Conduct and use feedback provided by10. Work with departments across the organization to facilitate integration of CI 11. Determine the need to deliver ongoing post-project support including assist- 5.2.6 Competency Domain 6: and Manage Information Resources Working Definition: Competencies involving expertiCompetencies: 6A. Manage Information1. Apply knowledge management techni2. Apply knowledge of 3. Procure and develop CI-related IT assets 4. Collaborate with knowle

dge managem5. Understand and comply wit
dge managem5. Understand and comply with intellectual property requirements, laws and 6B. Conduct Information Collection6. Design and implement appropriate search strategies for intelligence pro-7. Use ethical and legal in8. Locate and use appropriate secondartechniques (For example, open sources, 9. Specify, structure and/or use 10. Use appropriate primary collection tecunobtrusive techniques) 11. Develop and manage internal and 12. Evaluate sources for their credibilitytrustworthiness, timeliness and reliability 13. Filter, compile and store information into accessible and useable format 5.2.7 Competency Domain 7: Conduct Intelligence Analysis and Delivery Processes Working Definition: Competencies associated with the manipulatitelligence and its delivery to CI clientCompetencies:7A. Conducting Analysis 1. Use ethical and lawful standards in the application and interpretation of analytical methods, results and delivery processes 2. Structur

e and frame analytical intelligence assi
e and frame analytical intelligence assignments using appropriate 3. Adopt and use a multidisciplinary analytical approach as appropriate 4. Select and apply the most appropriilable resources and constraints 5. Develop and/or parti6. Collaborate with experts inside and outside the organization to analyze and 7. Organize information 8. Synthesize information 9. Use contextual thinking (For example, industry structure) in analysis and interpretation 10. Acknowledge the psychology of intelligence analysis (biases and 11. Translate analytic results into insi 7B Delivering Analysis 12. Use the most appropriate communiques based on the project requirements, audience, and security require-13. Use a variety of writing techniques- (description, explanation, interpreta-14. Produce visual representations of intelligence conclusions and results 15. Prepare oral presentati16. Provide an unbiased view of analyses to clients 17. Use CI project results, recomm

endati 5.3 Certificates and Curricul
endati 5.3 Certificates and Curriculum www.competitive–intelligence.com). Table 3: Overview ICI curriculum and certificates 6. Literature and Internet Resources Cline, R. (1992) “Teaching Intelligence”; Competitive Intelligence Review, 3(2) p.55 1 Competencies and aptitudes for European informa-ligence; A Competitive Intelligence Foundation Research Report 2005-2006 Fleisher C, Bensoussan BE Fleisher, C.; Blenkhorn, D. (2003) “Are Competitive Intelligence Practitioners Profes-Controversies in Competitive Intelligence: The Enduring Issuesnalysis. Center for the Study of Intelli-McGonagle JJ, Vella CM (2003) The Manager's Guide to Competitive Intelligence. Mero, L. (2002) Die Grenzen der Vernunft: Kognition, Intuition und komplexes Den-ive Intelligence - Strategische Wettbewerbsvorteile er-zielen durch systematische Konkurrenz-, Markt- und Technologieanalysen“ Springer lish version forthcoming) Porter M (1985) Competitive Adv 1, Jan/Feb 2009 SCIP Society of Co

mpetitive Intelligence Professionals (20
mpetitive Intelligence Professionals (2003-2005), www.scip.org Professionals (1996) “Curriculum Modules for Educational Programs in Competitive Intelligence for use by Professional Trainers mpetitive Intelligence Professional Educa-tion Committee, 1994 through 1996, cSociety of Competitive Intelligence Professionals’ Body of Knowledge Project: Con-telligence Professionals (2009) openBH/EducationList_2009Sept20.pdf ion that Advances CI PractiMagazine, Volume 6, Number 4; July-August 2003 gence and Uniqueness of Competitive Intelli-mpanies respond to competitors, A McKinsey Global Survey ecraft Primer: Structured Analytical Techniques for Improving Intelligence AnalysisInternet Resources DCIF e.V. (Deutsches Competitive Intelligence Forum e.V.) www.dcif.de telligence Professionals www.scip.org CBIP, Certified Business Intelligence Professionals, www.cbipro.com SLA, Special Librarian Association, www.sla.org MRIA (Marketing Research and Intelligence Association (MRI