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Assignment 1 Professional IT culture

Introduction: What is SFIA? SFIA stands for the ‘Skills Framework for the Information Age’ and details the skills required by professionals in IT related roles. It is used as a common language for skills in the digital world and can help you to create a development plan and identify a pathway to future success. SFIA also links directly to the knowledge required to become ICTTech registered. Formally established in 2000, and regularly updated, SFIA has become the globally accepted common language for the skills and competencies required in the digital world. The collaborative development style involves open consultation and input from people with real practical experience of skills management in corporate and educational environments. That is what sets SFIA apart from other, more theoretical, approaches and has resulted in the adoption of SFIA by organizations and individuals in nearly 200 countries. Analysis: Generic skills and levels of responsibility The foundation of SFIA is a set of generic business skills that make up SFIA’s seven levels of responsibility. The seven generic levels are recognizable in the workplace. Each level has a full definition expressed in terms of Autonomy, Complexity, Influence and Business skills. In addition to the full description, each level also has a memory-jogging tag that conveys the spirit of the level. The levels cover the gamut from starter to senior IT manager and world-leading technologist. Professional skills – what they are, what they are not SFIA’s aim is to provide a management tool to help those who are making decisions about the use or development of skills. For this reason the skill definitions are diagnostic, not prescriptive: they contain enough information to enable a rational management judgement as to whether someone has the skill, and if so at what level. They do not attempt to list all the things that the skilled individual might be able to do. Importantly, the definitions provide precise statements of the various levels of skill required. The IT industry contains a wealth of information, formal and informal, supporting each skill. This covers many complex aspects, processes and methods that may relate to the skill. SFIA’s purpose is not to include that information, but to provide a management tool that helps managers make sense of the complexity. SFIA’s descriptors are not, in general, described in terms of technologies or products. They do not describe processes, jobs, general areas of activity, or even parts of an organization – just skills. The skills context:

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IT professional capability comes from a combination of professional skills, behavioral skills and knowledge. Experience and qualifications validate that overall capability. Professional skills: Business process improvement and Database design are just two examples of almost 100 fundamental professional IT skills defined by SFIA. Behavioral skills: Most organizations recognize a set of behavioral skills. These vary considerably from one organization to another. Knowledge: Technologies, products, internal systems, services, processes, methods and even legislation are all examples of areas where IT professionals are required to have knowledge. Experience and qualifications: These validate the individual’s capability. Qualifications certify elements of skill or knowledge; experience gives practical demonstration of capability. The right sort of experience also acts as a powerful force for learning, thereby enhancing capability. The skills management cycle: The processes and activities that contribute to the management of skills and capability can be presented as a cycle. The cycle shows these phases: recruit, deploy, assess, analyses, develop, reward and overall resource management.

How SFIA supports these processes:

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In overall resource management, SFIA is the tool for measuring current capability and planning for future demand, using the same capability criteria used throughout the skills management processes. In the acquiring/divesting of resources, typically by recruitment/separation, but also as a result of mergers, SFIA helps set recruitment criteria that make sure that the right candidates are attracted and selected for interview, and that accurate criteria can be used in criteria-based interviewing. In the case of out-sourcing and off-shoring, SFIA can play a crucial role for both client and supplier by providing a clear and transparent basis for describing the capability being sought or provided. Project risk is reduced by assigning the right skilled people, based on their actual capability, not just their technical knowledge. Performance is assessed against business objectives and, in the case of development objectives, by reference to SFIA skills SFIA’s definitions enable performance to be analyzed in order to reveal the individual’s strengths and development needs; proficiency in SFIA skills is a key part of this analysis. The development of individual capability in line with the organization’s needs is based on SFIA’s unambiguous statements of competence. The individual’s defined development needs can also be fed into the process by which individuals are assigned to tasks. SFIA helps you ensure that remuneration relates coherently to the individual’s competence and contribution.

How to use SFIA to transform in to IT profession: ▪

Experts. In a large organization that has people identified as SFIA practitioners or consultants, it will be helpful to arrange a short meeting to review the changes and decide action.

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SFIA Accredited Partners and Consultants should ensure that they have an in-depth understanding of the new version, so that they can provide the best quality advice and guidance

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to their customers. SFIA-based role profiles and/or job descriptions. These can be updated to reflect new skills, new levels, merged skills and skills that have changed significantly. Updates can also be made to Rate Cards , CVs/Resumés, Continual Professional Development (CPD) plans, Recruitment mechanisms, and other items using SFIA that will benefit from adopting

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the latest version. Product and Service Providers who incorporate, or rely on, SFIA content should plan updates to reflect the latest version, and be clear which version their offerings incorporate.

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Databases. Review any internal databases that refer to SFIA skills. A convenient way to update a database is to use the skills definitions issued by the SFIA Foundation in the form of a

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spreadsheet. Development and training. If you have documentation indicating how development needs can be satisfied by certain training and development interventions, decide whether any of the

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changes to SFIA affect the development advice given. Training and education providers can review and update the mapping of their offerings to

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SFIA, and make any necessary curriculum changes to each affected course. Management. Communicate to managers that a new version of SFIA is being adopted, and brief them on changes that require action or special attention.

Why should you use SFIA in your career plan? If you are already an IET member, the SFIA framework is available to you via career manager our intuitive online professional development tool. Assessing your skills against the SFIA framework can help you to: • • • •

Identify areas for development and devise a plan to help achieve your goals; Share your development progress with your line manager or mentor for feedback; Create your current skills profile and identify your strengths against global standards, including ICTTech competences; Understand your current capability to plan future career moves.

Responsibilities and skills: The seven levels in SFIA are used in two key ways.

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1. To provide generic levels of responsibility, with descriptions at each of the seven levels for the following attributes: AUTONOMY · INFLUENCE · COMPLEXITY · BUSINESS SKILLS 2. To reflect experience and competency levels within SFIA. The definitions describe the behaviors, values, knowledge and characteristics that an individual should have in order to be identified as competent at that level. Each level has a guiding word or phrase that acts as a brief indicator: FOLLOW · ASSIST · APPLY · ENABLE · ENSURE, ADVISE · INITIATE, INFLUENCE · SET STRATEGY, INSPIRE, MOBILISE

How the levels of responsibility are defined by the attributes:

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Works under supervision. Uses little discretion. Is expected to seek guidance in unexpected situations Minimal influence. May work alone or interact with immediate colleagues. Performs routine activities in a structured environment. Requires assistance in resolving unexpected problems Uses basic information systems and technology functions, approaches, and process. Demonstrates an organized approach to work. Learns new skills and applies newly acquired knowledge. Follows code of conduct, ethics and organizational standards. Is aware of health and safety issues. Has sufficient communications skills for effective dialogue with others. Contributes to identifying own development opportunities.

The development of individual capability in line with the organization’s needs is based on SFIA’s objective statements of competence.

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SFIA can be used to help define development objectives, by identifying the skills or aspects of skills which need to be developed, and then agreement can be reached on how this will be achieved and what support will be provided. This can include many different interventions or activities, including continual professional development (CPD), coaching and mentoring, work shadowing, training and certification, attendance at conference and events, and participation in special interest groups. Proper analysis of how current skill levels affect the individual's performance enables the construction of relevant development plans that really work. Control of expenditure on training is an important part of the development mix; improvements there make a real difference to the value obtained from the training budget. Use of SFIA encourages appropriate individual growth, effective budgeting and a way to confirm skills development is in line with the organization’s real needs. SFIA can be used by employers to set education and training objectives for individuals and groups. It can also be used by providers of education and training to explain learning outcomes and improve the effectiveness. This helps employers to understand the relevance of qualifications and certifications, and to make targeted investment in training and education for existing staff.

Sub-tasks 2: Case Study A Company called ICvendor Pty Ltd invested A$10 million to develop integrated circuits for the mobile phone manufacturer called BestPhones Pty Ltd. BestPhones, is a mobile manufacturing company, who manufacture mobile, by acquiring integrated circuits from ICvendor . An employee name Miss McTester, is the in-charge to test the integrated circuits, before the release to the BestPhones. Mr.Nowey is the employer of the Miss, McTester, who has found the fault in the integrated circuits, but as a boss Mr.nowey threated her to shut her mouth, because it’s a matter of company repute. She has taken that threat so, seriously, and she accepted to deliver the Circuits without letting them know anything. Basically she, and her boss both are compromising the life of the people. As a result two people have lost their life, because they’ve purchased the faulty mobile phones. The main cause of the two accidents was that the mobile phones involved were manufactured using faulty integrated circuits acquired from ICvendor Pty Ltd. Ethical Dilemmas that confronts the stakeholder: In this case study, according to me there are few stakeholders like, ICvendor, BestPhones, Miss, McTester, Mr, Nowey, these are stakeholder are directly effected by the outcomes of the faulty integrated circuits. 1- Miss McTester has led the integrated circuits, delivered to the BestPhones, even though she knew the fault.

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2- Mr.Noway is a very arrogant person, who doesn’t want anyone to compete, him in anyway, and also he don’t want to use the skills from his colleagues, because he is afraid of loosing his job. 3- Mr.Noway order Miss, McTester to shut her mouth, and do as he says. 4- BestPhones, manufacturing the phones with the faulty integrated circuits, without testing them, although it was a responsibility of the ICvendors. Responses to ethical dilemmas: 1- Although she was threatened by Mr. Noway but she could have discussed it with the person of higher level post because it’s the question of the lives of their customers. 2- Mr. Noway should have consulted with all the stakeholders, and could have utilized the skills of his colleagues listen to them rather than threatening Miss McTester, and he should have gone through the best practices to his employees for the betterment of the stakeholders. 3- Miss McTester must have discussed this situation with other colleagues or she must have bring this issue in-front of the worker union to address this issue. 4- It’s a matter of people lives so when a company is investing a huge amount of money they must have some testing system as well so that they can have their own result as well prior to manufacture the final product. And before releasing the product the product must go through all the testing stages before delivering to the customers. 3-

ACS six code of Ethics:

The Primary of public interest: As this case study has, two causalities, so it is directly related to the public interest. Not only it was a company reputation, mainly it was a concern of public interest. Enhancement of quality of life: If the real time testing was involved, in this case study from both side, ICvendors, BestPhones, then the faulty mobile phones wouldn’t be reasons for 2 causalities. The real time testing enhance the quality of life. Honesty: In ACS code of conduct, honesty is one of the main concern. If the ICvendors, and their stakeholder, were honest, then it was good for their reputation. Competence: The work done by the ICvendors should be according to the code of conduct. Professional Development: The final product in this case, has to be professional. Doesn’t matter if the company lose its, repute Professionalism:

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Developing the finishing products, involves the professionalism. All the stakeholders, follow the same standard throughout the development cycle. 4-Failing in ethical decision making:

Mr. Noway did not used ethical approach he was just listening to himself and he ordered miss tester to deliver the integrated circuits to best phones which has caused too many causalities. And a loss in company reputation as well. Also Mr.Noway did not developed a career plan for his staff which led in a poor decision making.

There was no ethical decison making in the company and very poor communication within the colleagues as well plus there was lack of best practices in decision making in the case of mis mc tester as she was afraid of loosing her job so she did as her boss ordered. In the case of Mr. Noway he was responsible for the faulty products and he must have discussed it with the higher authorities rather than giving order by himself. Conclusion: The above mentioned SFIA framework is used, in career planning’s, how it help professionals to prepare for the IT jobs, and describe, the responsibility level as well. Not only it helps the professionals, it also identify the roles, and level of responsibilities, in organization. It also help organization to look for the right people that are suitable for the role in the company. The 2nd part of the assignment is based on case study, which has directly effect on the company reputation, but also to the people life which is the most important concern. There are some ethical dilemmas, based on the real time situation, and also identify the main stakeholder, which are going to be effected by the final product. Reference:

file:///D:/FED/Professional%20IT%20Culture/A3chart_sfia6_en_20150619_press.pdf https://www.sfia-online.org/en/reference-guide https://www.sfia-online.org/en/tools-and-resources/sfia-ecf/SFIAeCFComparisonMappingReportV1.0.pdf https://www.acs.org.au/content/dam/acs/rules-and-regulations/The-ACS-Core-Body-of-Knowledge-forICT-Professionals-CBOK.pdf...