Melbourne Uni - SFIA Framework Analysis for Professional Development

This project presents an analysis of the Skills Framework for the Information Age (SFIA), focusing on the application of SFIA models for professional development. The assignment begins with a resume assessment, highlighting the student's technical skills and experience in areas such as database management (MySQL, MS SQL), web development, software testing, and programming languages (Java, C, Python), as well as cloud computing using AWS and Cloudflare. The project then moves to cover letter preparedness, emphasizing the importance of tailoring the letter to the job requirements and demonstrating relevant skills with examples. The SFIA generic attributes, including autonomy, influence, complexity, business skills, and knowledge, are then discussed, followed by a self-assessment of the student's professional skills using the SFIA framework, detailing skill levels and responsibilities. The project concludes with a personal journal reflecting on the skills gained during an internship, such as teamwork, communication, and adaptability, and their application in a professional setting. The student references the SFIA framework throughout, mapping their skills and experience to the framework's levels of responsibility. The project also includes references to academic sources that support the use of the SFIA framework for skills assessment and career planning.

SFIA Framework 1
SFIA Models
By (Name)
The Name of the Class (Course)
Professor (Tutor)
The Name of the School (University)
The City and State where it is located
The Date

SFIA Framework 2
SFIA Models
Part 1: Resume Assessment
The Skills Framework for the Information Age (SFIA) framework was first published in
2003 and has undergone several editions and revision making it become widely accepted and
used all over the world (Von Konsky, 2008). It provides IT professionals with a universal way of
defining skills, expertise, and abilities as well in a consistent manner (von Konsky, et al., 2016).
As a graduate from Melbourne University and with a passion for programming besides a
1-year experience as a technical analyst, I have great technical skills and experience with highly
technical computer applications and tools/systems. These include a database (MySQL, MS
SQL), web development, and software testing and android studio. I also have experience in
programming languages such as Java, C, and Python as well as cloud computing infrastructure
development using AWS and Cloudflare frameworks.
During my internship, I was able to demonstrate and these skills. I learned and perfected
on several areas as I engaged myself in documenting technical systems requirements, managing
servers and databases for educational institutions, liaising with clients and other key
stakeholders, automatically deploying software applications, managing service desk operations
and writing scripts to implement new system features.
Strategy and planning skills as well as business change, are the skills that I learned,
sharpened and applied in equal measure. On the SFIA framework, systems development skills
are level 2, while business and information strategy/planning are level 3. Getting exposed to the
SFIA framework, and having learned about the generic skills, helped me to update my resume
accordingly and learn new skills (Shankararaman & Swapna, 2016).

SFIA Framework 3
Part 2: Cover Letter Preparedness
The cover letter, or simply the application letter comes in during job applications to
supplement what is the curriculum vitae. As such, it is critically important for one to relate their
skills and the knowledge of the position they are applying for as well as the organization offering
the job. This calls for thorough preparation and critical analysis of the offered job's requirements.
When applying for a job in the future, I always start with a brief introduction about myself and
mention the purpose of applying for the job. After this, I would give a snapshot of my relevant
skills, qualifications, and experience (in that order) in such a way that they relate to the job's
requirement. For every skill I have, I would provide a real-life example, especially where there is
a request to meet certain employability criteria. Additionally, I would describe my career
objectives and experience in line with the powerful technical skills that I have learnt while taking
a close reference to the SFIA model.
The other aspects that I would always consider are using clear direct language, and
avoiding the use of long sentences, tailor the letter to the job and the hiring company to ensure
that company does not feel that my letter has been recycled, use spelling and grammar and
maintain it a one-page document.
Part 3: SFIA Generic Attributes
The levels of responsibility within the SFIA model are characterized using several
attributes. These attributes are autonomy, influence, complexity, business skills and knowledge.
These are used to describe the values, behaviors, knowledge, and characteristics that professional
described as competent should have. Business skills enhance one’s communication (both orally
and in written) and presentation skills. The knowledge attribute points to a condition in which an

SFIA Framework 4
IT professional has a great understanding of recognized generic industry bodies that manage
knowledge. Complexity feature caters for a broad range of complex and technical professional
undertaking and in a widened scope. Also, such individuals have a great influence on customers,
suppliers and all other organizational stakeholders besides having the ability to work under
minimum supervision.
Part 4: My SFIA Professional Skills
Personally, my exposure during the internship and the experience as a technical analyst
has only served to sharpen my skills further. Throughout this period, I have learned how to
effectively communicate with business partners and clients alike. I have acquired a thorough
knowledge of systems development and installation and have worked with highly complicated
systems, besides designing some too. It is through these skills that I am in a position to influence
others- usually through highly innovative and creative ideas.
My professional skills include programming using Java, C and Python languages,
working with cloud platforms, database applications, software testing, and application
development. The following is a rough summary of my professional/generic skills.
1. I demonstrate effective communication skills and a great analytical and systematic
approach to issues (business level 2).
2. I have a great sound generic domain and specialist knowledge that enables me to perform
effectively (knowledge level 2)
3. I have a great influence on customers, suppliers and partners at the organizational level
with high-end responsibility for work scheduling and allocation of resources- influence
level 4.

SFIA Framework 5
4. I have the ability to perform extensive range and variety of complex activities and
undertake them through the application of fundamental principles in widely and mostly
unpredictable range of context- complexity, level 5.
5. I demonstrate leadership skills besides proactively ensuring that security is well
addressed in the organization- business, level 5.
6. I have well-defined authority and accountability for all actions and decisions- autonomy,
level 6.
Part 5: Personal Journal
During my internship, I learned many graduate transferrable skills such as teamwork,
effective communication skills, being responsible, adhering to work ethics, adaptability skills,
time management, problem-solving and conflict resolution skills. The opportunity exposed me to
the corporate world and helped me to understand the basics and the details of organizational
culture as well as strategic planning. Many of these skills are what I use on a daily basis in the
dispensation of my duties. I use them to communicate well with my peers, solve solutions,
organize my work, and to encourage innovation and creativity among others.

SFIA Framework 6
References
Shankararaman, V. & Swapna, G., 2016. Mapping information systems student skills to industry
skills framework. s.l., IEEE, pp. 248-253.
Von Konsky, B., 2008. Defining the ICT profession: A partnership of stakeholders. s.l., s.n., pp.
15-21.
von Konsky, B., Miller, C. & Asheley, J., 2016. The skills framework for the information age:
Engaging stakeholders in ICT curriculum design. Journal of Information Systems Education,
27(1), pp. 37-50.