| Report Assessment 3 Due date: Friday 28th January 2022 COIT20249 Professional Skills in Information Communication Student: 12XXXXXX XXXXXXXX |
Sample 1 – Assignment_3 Page 2 of 24
Table of contents
1. Introduction…………………………………………………………………………………………………………………………………. 3
1.1. What is SFIA……………………………………………………………………………………………………………………… 3
1.2. My career path…………………………………………………………………………………………………………………… 4
2. Skills Framework for the Information Age …………………………………………………………………………………….. 5
2.1. Importance of the Skills Framework for the Information Age (SFIA)………………………………………….. 5
2.2. Use and benefits of SFIA…………………………………………………………………………………………………….. 5
3. Professional roles ……………………………………………………………………………………………………………………….. 7
3.1. Overview…………………………………………………………………………………………………………………………… 7
3.2. Graduate business analyst ………………………………………………………………………………………………….. 7
3.3. Senior business analyst………………………………………………………………………………………………………. 9
3.4. Head of digital transformation…………………………………………………………………………………………….. 10
4. Mapping Matrix ………………………………………………………………………………………………………………………….. 11
4.1. Table: Role mapping matrix……………………………………………………………………………………………….. 11
5. Conclusion ………………………………………………………………………………………………………………………………… 15
6. Recommendations …………………………………………………………………………………………………………………….. 16
7 References ………………………………………………………………………………………………………………………………… 17
7. Appendences …………………………………………………………………………………………………………………………….. 18
7.1. Appendix A – Entry level job role upon graduation from university…………………………………………… 18
7.2. Appendix B – Role after 5 years’ experience ……………………………………………………………………….. 19
7.3. Appendix C – Role after 10 years’ experience ……………………………………………………………………… 20
7.4. Appendix D – SFIA Skills and skill codes…………………………………………………………………………….. 21
COIT20249-Assessment 3 – SFIA Report Page 3 of 24
1. Introduction
1.1. What is SFIA
A skills framework as defined by Brown (2020) is “…a common terminology and model for skills or
competencies in a specific sector in order to facilitate skills management” (p 10) and used by
organisations and individuals to assess current proficiencies and future training and skill development
(Brown, 2020).
The Skills Framework for the Information Age (SFIA) was developed for the Information and
Communications Technology (ICT) sector, to provide a common language and model for skills
management. The framework assesses professional skills, behavioural skills, knowledge, experience
and qualifications into a model (SFIA Foundation, 2011), that can be applied to ICT roles in a consistent
manner and assists individuals and organisations with professional development, career progression and
people management processes (Mcintos, 2011).
The Framework is designed as a matrix comprising of two (2) dimensions, one being a generic level of
competency and two, professional skill capability. Both are measured against responsibility levels which
are defined as seven (7) high-level business skills (with each mapped to five (5) aspects, autonomy,
influence, complexity, business skills and knowledge. Each responsibility level (as detailed in Figure 1)
is numbered in ascending order in accordance with an increasing level of responsibility (Leather, usingsfia-10-things-you-should-know, 2014).
Figure 1: Responsibility Levels and the mapping of Level 1 responsibility to core professional competencies.
Note: Adapted from SFIA Foundation (2021). About SFIA. SIFA Foundation, p15-16.
Dimension one (1) is your generic skill level, and measures how competent you are in professional terms,
concerning personality, background and experience and rated using the responsibility levels (1 to 7) and
averaged to derive one overall score. The second dimension identifies professional skills and proficiency
required for jobs in ICT (both technical and non-technical). SFIA version 8 currently has over 120 specific
skills which are coded, each skill is then mapped to a level (1 to 7) to indicate proficiency; however, it
should be noted your calculated skill level cannot exceed your generic competency level calculated in
dimension one (SFIA Foundation, 2011).
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1.2. My career path
A career path provides you with a long-term plan for your professional development and progression into
the future. The IT industry is diverse, offering many and varied professional pathways, to succeed you
must have the required qualifications, experience, and interpersonal (soft) skills. A strong focus of my
development is soft skills. Soft skills are invaluable (for example the ability to generate ideas, problem
solve, listen, and exhibit attention to detail) are transferable skills that are critical to the success of any
role you are employed in.
The foundational skills of a graduate are best suited to a role where they will be able to follow, assist,
and apply skills in a business environment. Accordingly, I selected a graduate data analyst role to suit
my skills at that point. The graduate data analyst role is multifaceted, providing technical skill
development, mentoring (from senior analysts), entry level business knowledge development (ground up
understanding), the input of new ideas and new approaches to problem solving and technical skills to
advance the business.
The experience gained as a graduate will provide me with the specialist skills to facilitate my progression
to a mid-level or senior-level data analyst role. In this role I will further develop my skill sets in data
management, modelling and data interpretation and experience in collecting and interpreting stakeholder
requirements and developing them into meaningful and insightful business information.
My long-term ambition however is to lead digital change and manage these changes well, so that people
(stakeholders) are involved and own the change journey and are invested in its success. An executive
role provides these opportunities. Table 1 details a specific career pathway with roles over the proceeding
ten (10) years from graduate, senior analyst, to executive.
A successful and efficient career path is dependent on possessing the right level of professional
proficiency required for each role. I plan to use the SFIA standard skills profiles to guide my specialist
skills development by identifying the skills required for each ICT roles and mapping a pathway to gain
these skills and competency’s.
Table 1: Career pathway identified from graduation to ten (10) years’ experience
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2. Skills Framework for the Information Age
2.1. Importance of the Skills Framework for the Information Age (SFIA)
The universal recognition of SIFA’s definition of ICT skills and qualifications can facilitate heightened
levels of collaboration across all sectors of the economy to build digital capability. SIFA’s common
language can support the automation of organisational skills management tasks (through the common
definition of industry roles in ICT), be used to support the structuring of higher education curriculum(s)
(to provide industry relevant courses), and the mapping of professional skills and proficiencies for
individual career pathways (build future capability) (SFIA Foundation, 2021).
The Australian Government has endorsed the SFIA model, making it free so all sectors of the economy
can build their digital capabilities through workforce development activities. The Framework supports
better understanding of what digital capabilities are required for ICT roles and correspondingly also assist
in organisational being able to deliver business activities more efficiently and importantly support the
agility of businesses to digitally transform, so our economy remains competitive into the future (Western
Australian Government, 2019).
2.2. Use and benefits of SFIA
The SFIA Framework can be used by organisations to manage their skills management cycle by
aggregating their current skills into capability levels (on a scale between 1 and 7) that are industry
accepted and comparable. Figure 2 details a SFIA resource strategy and skills model that could be used
to gain a clearer picture of what skill competencies are current and what skills gaps or inefficiencies exist.
Changes can then be implemented to solve digital development issues and achieve a consistent and
integrated skills and people management system (Brown, 2020).
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Figure 2: Details a SFIA resource strategy and skills management model that can be used by
organisations and adapted for individuals to assess their skill capabilities and identify gaps and
opportunities.
Note: Adapted from SFIA Foundation. (2021). About SFIA. London: SFIA Foundation.
With the information derived from using these models’ organisations can manage and support their staff
training and development needs by offering industry relevant reskilling and up-skilling training and career
pathways (Brown, 2020). The SFIA model provides flexibility and ease of use as it has clear industry
accepted descriptions of skills and levels of responsibility (numerically from 1 to 7) however it does not
define a fixed methodology or prescribe organisational structures (SFIA Foundation, 2021).
To improve digital capability SFIA can also be used to inform the design of higher education curriculums
so that students are industry ready upon graduation and correspondingly have courses that appeal to
prospective students that are industry relevant (von Konsky, Miller, & Jones, 2016). Familiarity of the
SFIA model by students will support their ability to identify and visualise a career pathway post completion
of their academic studies, by using the generic SFIA roles they will be able to identify, the skills required
and the level of competency to be reach (von Konsky, Jones, and Miller, 2014).
The COVID 19 pandemic has further highlighted the disruptive impact that gaps in skill proficiency and
competency can have on business (with 70 to 75% of organisations acknowledging skills gaps have
caused business disruption) (Burrows, 2020). The pandemic has also dramatically accelerated the speed
of digital transformational change, and investment across all industry sectors. These changes have
resulted in organisations reassessing their skill requirements and employee work experiences (flexible
work arrangements). The generic and broad nature of the SFIA model facilitates organisations agility to
reassess their skill needs, supports efficient planning to develop skills for current and future roles and
digital transformation towards an ever increasing digital footprint (KPMG, 2021).
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3. Professional roles
3.1. Overview
To support digital capability and professional ICT development the Australian Government has developed
the Digital Career Pathways Framework. The Framework is based on a skills-based approach to
structuring and understanding digital capability needs for individuals and organisations. The Framework
uses the SFIA model to describe the generic skills and competency levels needed for each role and
supports the development of a career progression pathway. (Australian Government, 2022).
3.2. Graduate business analyst
Role overview:
A graduate role offers an initial entry point into the workforce, where you can apply your learnings from
university and assist in contributing to businesses operations and concurrently learn and develop
technical skills and gain experience. A company will often employ graduates to learn their business from
the ground up with clear pathways of progression offered to the graduate to progress through the
business (retention of skills). Using the SFIA model the core skill levels and responsibility (competency)
levels for this role are detailed in Appendix D.
About the company:
The Emerald Carrying Company is a Queensland based haulage company established in 1965, with
depots throughout the state mainly servicing the mining and agricultural sectors. The Company’s has
more than 250 employees and has a culture that promotes exceptional customer service, provides a
positive workplace, and instils high safety standards and practices across its operations. The Company’s
core values are “Pride, Care, Respect and Excellence” which drive their culture.
About the role:
The Company’s data management team is focused on providing information on safety, procurement, and
finance to provide business insights and assist in business decision making and to identify opportunities
for efficiencies gains. The Team is managed by the Contracts and Treasury Coordinator, with the
graduate role expected to assist with data analysis, be able to leverage business data to derive
information, assist in ensuring data quality and the integrity of reporting. Problem solving skills will also
be highly valued in assisting with the reporting of safety data to ensure the company meets the objectives
of its safety strategy plan and a provides a safe work environment. Appendix A details the complete role
description however the core qualifications and skills required are:
• tertiary qualifications in either engineering, logistics or information technology
• strong interpersonal skills in written and verbal communication,
• problem solving skills and attention to details.
• Technical skills including highly developed excel proficiency, ability to present data graphically in
an understandable format that communicate information clearly and can support business
improvement.
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Benefits and outcomes:
As a graduate I will gain valuable commercial experience in the transport and logistics industry, have
potential to build networks, be provided with mentors and gain experience in stakeholder engagement
from the ground up and the potential to move into related sectors such as mining.
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3.3. Senior business analyst
Role overview:
An experienced data analyst will have a high level of operational and strategic business understanding
and problem-solving skills with attention to detail. These skills will enable them to interpret data and
provide useful insights into complex datasets and trends to generate business useful information. They
work closely with stakeholders to determine what their business requirements are, and then translate
these requirements into information that is presented using visualisations, dashboards, and reports
(Slyter, 2019). In accordance with the SIFA framework the generic positions key responsibility and core
skill levels are detailed in Appendix D.
About the company:
To accelerate professional development and depth of experience, I selected an ASX (Australian Stock
Exchange) top 100 company, Wesfarmers. Wesfarmers is an agricultural and retail-based company with
a diversified portfolio and a market value of $34.3 billion. Focused on providing shareholder returns within
a culture whose goals include:
• anticipating the needs of our customers,
• looking after the safety of team members,
• treating our suppliers fairly and ethically,
• looking after the environment,
• contributing to the communities in which we operate,
• and acting with honesty and integrity.”
About the role:
The role will support the company’s strategic focus of accelerating their digital and analytical capabilities,
particularly in supporting the integration of sustainability and finance goals and will be in located in the
company’s Advanced Data Analytics Centre. The use of my demonstrated skill sets in both technical
(SQL, business process understanding/insight, data integration and general coding skills) and
interpersonal skills will meet the requirements of this position as detailed in Appendix B. A higher-level
understanding of the businesses key strategies and drivers is required to generate relevant information
to measure and meet strategy milestones. The role will also produce reports for external stakeholders in
formats that meet their needs and internal reports that focus on enhancing the businesses operations
and improving the customer experience.
Benefits and outcomes:
The data analyst role is a mid-level to senior role which offers the opportunity to take on higher levels of
responsibility, accelerated learning through training (offered through the Data Analytics Centre), multiple
progression pathways and promotion opportunities, networking, working with openminded innovators in
the Data Centre and employment credibility through working for an ASX top 100 company.
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3.4. Head of digital transformation
Role overview:
Digital transformation is about using technologies to create new or modify an existing business process
or customer experience and meet the demands of a changing commercial and consumer market. To
drive digital change requires top-down leadership to support and champion the technology
implementation. A digital change leader must have a positive mindset, deliver on values, operate with
integrity and be competent and see data as an organisations key asset to translate into meaningful
business insights (Lawson, 2020). The role of Head of Digital Transformation must possess these
qualities and have skills that align with the SIFA models key competency and generic skill levels as
detailed in Appendix D.
About the company:
To progress my professional career path and leadership development, a role in a leading industry and
international company, Emeco would be favourable. Emeco is the world’s largest independent mining
equipment rental business, with a market value of $512 million, their business acumen is to “rent heavy
earthmoving equipment powered by big data analytics”. Digital capability is key to the company’s
success. The company depends on its fleet management platform (EOS) to partner with its machines to
collect data. This data is then analysed and modelled to provide performance reporting, measures of
productivity and usage and to provide information to customers to improve their productivity levels. Data
is a key to the businesses capabilities and drives key business goals of reducing operational costs and
providing growth opportunities for its customers (Emeco, 2022)
About the role:
The role is centred on continuing the digital transformation of the company to support the business growth
and expansion. The company sees data as a key asset to be harnessed using technologies to provide
real time performance management capability, asset and financial management and be aligned and
measured against key strategic drivers and operational milestones. The role will critically provide strategic
leadership in the digital transformation space by being responsible for the implementation of an enterprise
resource system that will streamline all the businesses systems and processes into a single source
system. Stakeholder engagement with internal staff and customers will be critical to successfully
implementing the project and acceptance of the digital change. This role must be highly proficient in being
able to influence key business decisions, which are supported by insightful and meaningful information
to ensure the project realises it outcomes and benefit realisation goals.
Benefits and outcomes:
My skill proficiency and professional experience in related industries and large corporate firms will provide
me with the stakeholder management skills and technical depth of knowledge to lead a highly demanding
digital change project. My highly developed interpersonal and leadership skills with be critical to ensuring
I have the right project team to successfully deliver transformational digital change at Emeco and provide
the foundation for future business growth and shareholder return and a platform for future strategy
development. I see this role as also providing me with a professional pathway to an executive leadership
role that is aligned with the SIFA level 7 skills and responsibilities as outlined in Appendix D.
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4. Mapping Matrix
4.1. Table: Role mapping matrix
Table 2: Role mapping matrix using the SFIA Framework, including responsibility levels and skill codes
| Role | Role Requirements | Skill category | Skill name | Skill code |
Skill description | Skill level |
Responsibility level |
Overall Generic Competency Required |
| Graduate Data Analyst | ✓ Provide Analysis of data to promote business improvements ✓ Use business systems ✓ Reports upwards and takes direction ✓ Supports reporting & analytics activities to manage data quality and integrity ✓ Assists with safety strategy planning ✓ Communication skills ✓ Analytical problem solving, and attention to detail ✓ Understanding of business reporting ✓ Willingness to participate in continuous improvement |
Development and Implementation • Data and analytics |
Data science | DATS | Under guidance, applies given data science techniques to data. Analyses and reports findings and remediates simple issues, using algorithms implemented in standard software frameworks and tools |
2 | Level 2 – Assist | Assist = level 2 Autonomy Works under routine direction. Uses limited discretion in resolving issues or enquiries. Determines when to seek guidance in unexpected situations. Plans own work within short time horizons. Influence Interacts with and may influence immediate colleagues. May have some external contact with customers, suppliers and partners. Aware of need to collaborate with team and represent users/customer needs. Complexity Performs a range of work activities in varied environments. May contribute to routine issue resolution. May apply creative thinking or suggest new ways to approach a task. Business skills Has sufficient oral and written communication skills for effective engagement with colleagues and internal users/customers. Understands and uses appropriate methods, tools, applications and processes. Demonstrates a rational and organised approach to work. Has sufficient digital skills for their role. Learning and professional development — identifies and negotiates own development opportunities. Security, privacy and ethics — is fully aware of organisational standards. Uses appropriate working practices in own work. Knowledge Has gained a basic domain knowledge. Demonstrates application of essential generic knowledge typically found in industry bodies of knowledge. Absorbs new information when it is presented systematically and applies it |
| Change and transformation • Change Implementation |
Portfolio, program and project support |
PROF | Assists with the compilation of portfolio, program and project management reports. Maintains program and project files from supplied actual and forecast data. |
2 | Level 2 – Assist | |||
| Development and Implementation • Content Management |
Knowledge management |
KNOW | Maintains a knowledge management database. Leverages knowledge of a specialism to capture and classify content, taking expert advice when required |
2 | Level 2 – Assist | |||
| Development and Implementation • Data and analytics |
Data modelling and design |
DTAN | Establishes, modifies or maintains simple data structures and associated components. Uses specific data modelling and design techniques under guidance |
3 | Level 3 – Apply | |||
| Development and Implementation • Data and Analytics |
Business Intelligence |
BINT | Assists with the creation of regular business intelligence reports using standard tools. Supports data preparation from existing sources |
2 | Level 2 – Assist |
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| Data Analyst | ✓ Provide insight and derive meaning from data. ✓ Ability to gather information by querying and analysing data ✓ Ideas focused with open sharing of views and insights ✓ Query language experience ✓ Commercial experience ✓ Data administration and integration ✓ Highly developed interpersonal skills ✓ Advantage to have experience in: o Customer data analytics o Consulting o Web based programing languages o Cloud computing |
Development and Implementation • Data and Analytics |
Data management |
DATM | Devises and implements master data management processes. Derives data management structures and metadata to support consistency of information retrieval, combination, analysis, pattern recognition and interpretation, throughout the organisation. Plans effective data storage, sharing and publishing within the organisation. Independently validates external information from multiple sources. Assesses issues that might prevent the organisation from making maximum use of its information assets. Provides expert advice and guidance to enable the organisation to get maximum value from its data assets. |
4 | Level 4 – Enable | Enable – level 4 Autonomy Works under broad direction. Work is often self-initiated. Is fully responsible for meeting allocated technical and/or group objectives. Analyses, designs, plans, executes and evaluates work to time, cost and quality targets. Establishes milestones and has a significant role in the assignment of tasks and/or responsibilities. Influence Influences organisation, customers, suppliers, partners and peers on the contribution of own specialism. Makes decisions which impact the success of assigned work, i.e. results, deadlines and budget. Has significant influence over the allocation and management of resources appropriate to given assignments. Leads on user/customer and group collaboration throughout all stages of work. Ensures users’ needs are met consistently through each work stage. Builds appropriate and effective business relationships across the organisation and with customers, suppliers and partners. Creates and supports collaborative ways of working across group/area of responsibility. Facilitates collaboration between stakeholders who have diverse objectives. Complexity Implements and executes policies aligned to strategic plans. Performs an extensive range and variety of complex technical and/or professional work activities. Undertakes work which requires the application of fundamental principles in a wide and often unpredictable range of contexts. Engages and coordinates with subject matter experts to resolve complex issues as they relate to customer/organisational requirements. Understands the relationships between own specialism and customer/organisational requirements. Business skills Demonstrates leadership in operational management. Analyses requirements and advises on scope and options for continual operational improvement. Assesses and evaluates risk. Takes all requirements into account when making proposals. Shares own knowledge and experience and encourages learning and growth. Advises on available standards, methods, tools, applications and processes relevant to group specialism(s) and can make appropriate choices from alternatives. Understands and evaluates the organisational impact of new technologies and digital services. |
| Development and Implementation • Data and Analytics |
Business Intelligence |
BINT | Supports business intelligence needs of specific management or governance processes or operational areas. Investigates the need for business intelligence reporting and analysis where there is some complexity and ambiguity. Selects and applies non-standard business intelligence tools and techniques to provide insights and aid decision-making. Selects, acquires and integrates data for analysis. Identifies opportunities to digitise and streamline operational data handling and optimise business intelligence capabilities. |
4 | Level 4 – Enable | |||
| Development and Implementation • Data and Analytics |
Data science | DATS | Investigates the described problem and dataset to assess the usefulness of data science and analytics solutions. Applies a range of data science techniques and uses specialised programming languages. Understands and applies rules and guidelines specific to the industry, and anticipates risks and other implications of modelling. Selects, acquires and integrates data for analysis. Develops data hypotheses and methods and evaluates analytics models. Advises on the effectiveness of specific techniques based on project findings and comprehensive research. Contributes to the development, evaluation, monitoring and deployment of data science solutions. |
4 | Level 4 – Enable |
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| Relationships and engagement • Stakeholder management |
Stakeholder relationship management |
RLMT | Deals with problems and issues, managing resolutions, corrective actions, lessons learned, and the collection and dissemination of relevant information. Implements stakeholder engagement/communications plan. Collects and uses feedback from customers and stakeholders to help measure the effectiveness of stakeholder management. Helps develop and enhance customer and stakeholder relationships |
4 | Level 4 – Enable | Creatively applies innovative thinking and design practices in identifying solutions that will deliver value for the benefit of the customer/stakeholder. Clearly demonstrates impactful communication skills (oral, written and presentation) in both formal and informal settings, articulating complex ideas to broad audiences. Learning and professional development — takes initiative to advance own skills and identify and manage development opportunities in area of responsibility. Security, privacy and ethics — proactively contributes to the implementation of appropriate working practices and culture. Knowledge Is fully familiar with recognised industry bodies of knowledge both generic and specific, and knowledge of the business, suppliers, partners, competitors and clients. Develops a wider breadth of knowledge across the industry or business. Applies knowledge to help to define the standards which others will apply. |
| Development and Implementation Data and analytics |
Data modelling and design |
DTAN | Sets standards for data modelling and design tools and techniques, advises on their application and ensures compliance. Manages the investigation of enterprise data requirements based upon a detailed understanding of information requirements. Coordinates the application of analysis, design and modelling techniques to establish, modify or maintain data structures and their associated components. Manages the iteration, review and maintenance of data requirements and data models. |
5 | Level 5 – Ensure, advise |
|
| Development and Implementation • Data and Analytics |
Data visualisation |
VISL | Leads exploration of new approaches for data visualisation. Establishes the purpose and parameters of the data visualisation. Provides overall control to ensure the appropriate use of data visualisation tools and techniques. Formats and communicates results using textual, numeric, graphical and other visualisation methods appropriate to the target audience. Advises on the appropriate use of data visualisation for different purposes and contexts to satisfy requirements. Develops plans showing how the identified user needs will be met. |
5 | Level 5 – Ensure, advise |
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| Head of Digital Transformation | ✓ Guide company vision and long-term strategies. ✓ Engage, influence stakeholders at the highest levels. ✓ Deliver improvements and manage change by leading the management strategy. ✓ Exceptional interpersonal skills and ability to engage and understand stakeholder needs ✓ Priotise high impact change. ✓ Manage digital solutions. ✓ Demonstrate value through measuring and reporting business growth. ✓ Measure and report real time customer data. ✓ Have a commercial background and be ambitious. |
Procurement & management • Procurement & management support |
Enterprise & business architecture development |
STPL | the strategic assessment of current capabilities; the identification of required changes in capabilities; and the description of inter-relationships between people, organisation, service, process, data, information, technology and the external environment |
6 | Level 6 – Initiate, influence |
Set strategy and inspire – Level 6 Autonomy At the highest organisational level, has authority over all aspects of a significant area of work, including policy formation and application. Is fully accountable for actions taken and decisions made, both by self and others to whom responsibilities have been assigned. Influence Inspires the organisation, and influences developments within the industry at the highest levels. Makes decisions critical to organisational success. Develops long-term strategic relationships with customers, partners, industry leaders and government. Collaborates with leadership stakeholders ensuring alignment to corporate vision and strategy. Complexity Applies the highest level of leadership to the formulation and implementation of strategy. Performs extensive strategic leadership in delivering business value through vision, governance and executive management. Has a deep understanding of the industry and the implications of emerging technologies for the wider business environment. Business skills Has a full range of strategic management and leadership skills. Communicates the potential impact of emerging practices and technologies on organisations and individuals and assesses the risks of using or not using such practices and technologies. Establishes governance to address business risk. Ensures proposals align with the strategic direction of the organisation. Fosters a learning and growth culture across the organisation. Assess the impact of legislation and actively promotes compliance and inclusivity. Advances the knowledge and/or exploitation of technology within one or more organisations. Champions creativity and innovation in driving strategy development to enable business opportunities. Communicates persuasively and convincingly across own organisation, industry and government to audiences at all levels. Learning and professional development — ensures that the organisation develops and mobilises the full. Security, privacy and ethics — provides clear direction and strategic leadership for the implementation of working practices and culture throughout the organisation. Knowledge Has established a broad and deep business knowledge including the activities and practices of own organisation and a broad knowledge of those of suppliers, partners, competitors & clients. Fosters a culture to encourage the strategic application of generic & specific bodies of knowledge within their own area of influence. |
| Information systems coordination * |
Information systems coordination |
ISCO | Coordinating information and technology strategies where the adoption of a common approach would benefit the organisation. |
6 | Level 6 – Initiate, influence |
|||
| Business change • Business change management |
Programme management |
PGMG | Identifying, planning and coordinating a set of related projects and activities in support of specific business strategies and objectives. Influence |
6 | Level 6 – Initiate, influence |
|||
| Business change • Business change management |
Change implementation planning and management |
CIPM | process for deploying and integrating new capabilities into the business in a way that is sensitive to and fully compatible with business operations. |
6 | Level 6 – Initiate, influence |
|||
| Business change • Relationship management |
Stakeholder relationship management |
RLMT | Influencing stakeholder attitudes, decisions, and actions for mutual benefit. |
6 | Level 6 – Initiate, influence |
|||
| Strategy & architecture • Advice & Guidance |
IT Governance | GOVN | The establishment and oversight of an organisation’s approach to the use of Information and IT, including acceptance of responsibilities in respect of both supply of, and demand for IT; strategic plans for IT, which satisfy the needs of the organization’s business strategy |
6 | Level 6 – Initiate, influence |
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5. Conclusion
Prior to researching the SFIA model, I was of the understanding that a career pathway was a roadmap
of professional goals (based on skills, qualifications, and experience) that an individual identified for
themselves, and from an organisational perspective was a periodic assessment of required expertise,
gaps of which were addressed through siloed approaches to skills training and recruitment, rather than
building future capability. The result being an inherit disparity between both individuals and organisations
skills and workforce development activities, which correspondingly impacted the efficient management
of training, upskilling and recruitment processes to build future digital capability.
The SFIA framework provides a model based on competency and professional skills which enables both
individuals and organisations to create job profiles that are numerically measurable against role
requirements and proficiency levels. These SFIA levels then facilitate an unbiased comparison of role
and applicant suitability and support holistic skills management improvement processes and training.
The use of the SFIA model however does not eliminate subjectivity from the recruitment process entirely
as there are no universal certification criteria for assessing responsibility proficiency or a standardised
mapping for qualifications and experience, at this stage this appears to be self-assessable. Soft skills
which are vital to organisational growth (leadership, collaboration, team continuity, communication) and
transferable across all sectors and are also not recognised separately but form part of the overall
competency proficiency levels.
As the SFIA framework continues to mature future versions may include more specific mapping of
qualifications and experience to competency levels and recognition of soft skills being standalone skills.
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6. Recommendations
The following recommendations are based on using the SFIA model to develop a professional career
development pathway for the future:
It is recommended that:
1) I undertake a professional skills review by identifying all current skills I have and mapping these skills
to the SFIA specialist skills codes and levels.
2) I use the SFIA model to calculate my professional competency level by measuring my skills relating
to personality, background, and experience to SFIA’s four (4) aspects (autonomy, influence,
complexity, and business skills) and average these scores (using the same system levels of 1-7) to
reach an overall competency score.
3) I develop a SFIA skills profile to add to my resume which identifies my professional skills, their
description, their level, and a justification example which can be used to support my suitability for
future job roles.
4) I undertake a gap analysis of my specialist skills and compare my skills to targeted generic ICT roles
in SFIA to ensure I efficiently progress to a higher-level role when I apply.
5) I use my skills gap analysis to select a university or other professional courses that provide industry
relevant curriculums to ensure job growth and security into the future.
6) I measure the progress of my professional skills development using my SFIA profile to record my
skills and generic development achievements and calculate new levels of competency.
7) I develop a long-term professional career development pathway using the SFIA standard skills
profiles to identify future skills development and roles.
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7 References
Australian Government. (2022). Digital Career Pathways – Framework & Data. Retrieved from data.gov.au:
https://data.gov.au/data/dataset/aps-digital-career-pathways/resource/760f26e7-41e2-4991-814b-
3e168fd80444
Brown, J. (2020). An examination of the Skills Framework for the Information Age (SFIA) version 7.
International journal of information managemen, 10-21.
Burrows, M. (2020, April 16). The Impact of COVID-19 on IT Staffing and Skills. Retrieved from itsm.com:
Emeco. (2022). Using EOS and big data to drive smarter mining. Retrieved from emecogroup.com:
KPMG. (2021). Going digital, faster – Impact of COVID-19 on digital transformation. Retrieved from kpmg:
https://home.kpmg/au/en/home/insights/2021/02/going-digital-faster-covid-19-digitaltransformation.html
Lawson. (2020, June 1). Lawson talks Tech….Digital transformation is about talent, not technology.
Retrieved from Business and Financial Times:
https://link.gale.com/apps/doc/A655081419/STND?u=griffith&sid=summon&xid=0d6bc3e7
Leather, P. (2014). using-sfia-10-things-you-should-know. Retrieved from it-workforce: http://itworkforce.com/curated-articles/using-sfia-10-things-you-should-know/
Leather, P. (2015). Has SFIA become zombified in your organisation? Retrieved from it-workforce.com:
http://it-workforce.com/curated-articles/sfia-zombified/
Mcintos, D. (2011). Investing in careers with SFIA (Skills Framework for the Information Age). Human
Resource Management International Digest, 19(7), 38 – 39. Retrieved from https://doiorg.ezproxy.cqu.edu.au/10.1108/hrmid.2011.04419gaa.003
SFIA Foundation. (2011). SFIA 5 framework reference. London: SFIA Foundation.
SFIA Foundation. (2021). About SFIA. London: SFIA Foundation.
Slyter, K. (2019, February 18). What Does a Data Analyst Do? Exploring the Day-to-Day of This Tech
Career. Retrieved from rasmussen.edu: https://www.rasmussen.edu/degrees/technology/blog/whatdoes-a-data-analyst-do/
von Konsky, B. R., Miller, C., & Jones, A. (2016). The skills framework for the information age: engaging
stakeholders in curriculum design. Journal of Information Systems Education(, 27(1), 50-58.
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from WA.gov.au: https://www.wa.gov.au/government/publications/digital-capability-guide-agencies
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7. Appendences
7.1. Appendix A – Entry level job role upon graduation from university
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7.2. Appendix B – Role after 5 years’ experience
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7.3. Appendix C – Role after 10 years’ experience
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7.4. Appendix D – SFIA Skills and skill codes
| Role | Skill category | Skill name | Skill code | Skill description | Skill level | Responsibility level |
| Graduate Data Analyst | Development and Implementation • Data and analytics |
Data science | DATS | Under guidance, applies given data science techniques to data. Analyses and reports findings and remediates simple issues, using algorithms implemented in standard software frameworks and tools |
2 | Level 2 – Assist |
| Change and transformation • Change Implementation |
Portfolio, program and project support |
PROF | Assists with the compilation of portfolio, program and project management reports. Maintains program and project files from supplied actual and forecast data. |
2 | Level 2 – Assist | |
| Development and Implementation • Content Management |
Knowledge management |
KNOW | Maintains a knowledge management database. Leverages knowledge of a specialism to capture and classify content, taking expert advice when required |
2 | Level 2 – Assist | |
| Development and Implementation • Data and analytics |
Data modelling and design |
DTAN | Establishes, modifies or maintains simple data structures and associated components. Uses specific data modelling and design techniques under guidance |
2 | Level 2 – Assist | |
| Development and Implementation • Data and Analytics |
Business Intelligence |
BINT | Assists with the creation of regular business intelligence reports using standard tools. Supports data preparation from existing sources |
2 | Level 2 – Assist | |
| Data Analyst | Development and Implementation • Data and Analytics |
Data management |
DATM | Devises and implements master data management processes. Derives data management structures and metadata to support consistency of information retrieval, combination, analysis, pattern recognition and interpretation, throughout the organisation. Plans effective data storage, sharing and publishing within the organisation. Independently validates external information from multiple sources. Assesses issues that might prevent the organisation from making maximum use of its information assets. Provides expert advice and guidance to enable the organisation to get maximum value from its data assets. |
4 | Level 4 – Enable |
| Development and Implementation • Data and Analytics |
Business Intelligence |
BINT | Supports business intelligence needs of specific management or governance processes or operational areas. Investigates the need for business intelligence reporting and analysis where there is some complexity and ambiguity. Selects and applies non-standard business intelligence tools and techniques to provide insights and aid decision-making. Selects, acquires and integrates data for analysis. Identifies opportunities to digitise and streamline operational data handling and optimise business intelligence capabilities. |
4 | Level 4 – Enable | |
| Development and Implementation • Data and Analytics |
Data science | DATS | Investigates the described problem and dataset to assess the usefulness of data science and analytics solutions. |
4 | Level 4 – Enable |
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| Applies a range of data science techniques and uses specialised programming languages. Understands and applies rules and guidelines specific to the industry, and anticipates risks and other implications of modelling. Selects, acquires and integrates data for analysis. Develops data hypotheses and methods and evaluates analytics models. Advises on the effectiveness of specific techniques based on project findings and comprehensive research. Contributes to the development, evaluation, monitoring and deployment of data science solutions. |
||||||
| Relationships and engagement • Stakeholder management |
Stakeholder relationship management |
RLMT | Deals with problems and issues, managing resolutions, corrective actions, lessons learned, and the collection and dissemination of relevant information. Implements stakeholder engagement/communications plan. Collects and uses feedback from customers and stakeholders to help measure the effectiveness of stakeholder management. Helps develop and enhance customer and stakeholder relationships |
4 | Level 4 – Enable | |
| Development and Implementation Data and analytics |
Data modelling and design |
DTAN | Sets standards for data modelling and design tools and techniques, advises on their application and ensures compliance. Manages the investigation of enterprise data requirements based upon a detailed understanding of information requirements. Coordinates the application of analysis, design and modelling techniques to establish, modify or maintain data structures and their associated components. Manages the iteration, review and maintenance of data requirements and data models. |
5 | Level 5 – Ensure, advise | |
| Development and Implementation • Data and Analytics |
Data visualisation |
VISL | Leads exploration of new approaches for data visualisation. Establishes the purpose and parameters of the data visualisation. Provides overall control to ensure the appropriate use of data visualisation tools and techniques. Formats and communicates results using textual, numeric, graphical and other visualisation methods appropriate to the target audience. Advises on the appropriate use of data visualisation for different purposes and contexts to satisfy requirements. Develops plans showing how the identified user needs will be met. |
5 | Level 5 – Ensure, advise | |
| Head of Digital Transformation | Procurement & management • Procurement & management support |
Enterprise & business architecture development |
STPL | the strategic assessment of current capabilities; the identification of required changes in capabilities; and the description of inter-relationships between people, organisation, service, process, data, information, technology and the external environmen |
6 | Level 6 – Initiate, influence |
| Information systems coordination * |
Information systems coordination |
ISCO | Coordinating information and technology strategies where the adoption of a common approach would benefit the organisation. |
6 | Level 6 – Initiate, influence |
|
| Business change • Business change management |
Programme management |
PGMG | Identifying, planning and coordinating a set of related projects and activities in support of specific business strategies and objectives. Influence |
6 | Level 6 – Initiate, influence |
|
| Business change • Business change management |
Change implementati on planning |
CIPM | process for deploying and integrating new capabilities into the business in a way that is sensitive to and fully compatible with business operations. |
6 | Level 6 – Initiate, influence |
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| and management |
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| Business change • Relationship management |
Stakeholder relationship management |
RLMT | Influencing stakeholder attitudes, decisions, and actions for mutual benefit. | 6 | Level 6 – Initiate, influence |
| Strategy & architecture • Advice & Guidance |
IT Governance |
GOVN | The establishment and oversight of an organisation’s approach to the use of Information and IT, including acceptance of responsibilities in respect of both supply of, and demand for IT; strategic plans for IT, which satisfy the needs of the organization’s business strategy |
6 | Level 6 – Initiate, influence |
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