Project Professionalism: Assessing SFIA Skills for Statement of Work

This report defines professionalism and assesses the SFIA (Skills Framework for the Information Age) skills required for a project group to produce Statements of Work. It includes a personal definition of professionalism, emphasizing courtesy, responsibility, and honesty. The report highlights the importance of SFIA as a common framework for understanding ICT roles and skills, referencing the Australian Computer Society and State Governments' adoption of SFIA. It identifies relevant SFIA skills for a specific project across various categories like strategy, business change, and service management, detailing the required skill levels. Furthermore, the report includes a self-assessment of the student's current SFIA skills, outlining plans for future development and referencing available training resources. The document concludes by reflecting on how the identified SFIA skills align with the student's aspirations in the IS sector.

Report Structure for Assessment 3
Note: The UO specifies the following requirements for Assessment 3
 a student’s personal and original definition of the term professionalism
 an assessment of SFIA skills, both specialist and generic, that a student believes are required by
their project group to produce Statements of Work, and
 an assessment of a student’s current personal SFIA skills, both generic and specialist, with evidence
to support that assessment.
Max length: 4 pages
Report Structure Template (See Part A, B, C and D below)
Part A: Define Professionalism: (about ½ a page):
Ans : Professionalism can be easily defined as a relation to courtesy, responsibility and honesty
which is mainly used for dealing with large number of individuals in any business environment. The
trait is mainly inclusive of high value of excellence which mainly goes beyond the basic kinds of
requirements (Biesta, 2015). Work ethic is considered to be of high personal value and it is mainly
concerned to be used by installed in the employees of large organization. Good kind of ethic work is
mainly inclusive of completing the provided task in such a way it comes with high possible value and
taking up a pride for completing large number of task. It comes up with work ethic which is used by
individual in various kinds of business environment and may be used for building along a proper kind
of internal system along with codes of ethics.
Professionalism and work ethic can be easily defined as two kind of important work feature in the
environment of small business (Cruess, Cruess and Steinert, 2016). Various kinds of business owners
make use of element so that the organization works or operate in highest value of professionalism in
an ethical way. Along with business can start under the variety of condition as they contain similar
kinds of business elements.
Part B: General Introduction to SFIA and its importance:
(Please rephrase the following in your own words, do not simply reproduce): The Australian
Computer Society (ACS) website recognizes Skills Framework for the Information Age (SFIA)
has a common framework which allows an international understanding of what an
ICT role actually involves and identifies the skills required. Many Australian State
Governments
(http://www.qgcio.qld.gov.au/news-and-events/news/570-workflow/2635-skills-
framework-for-the-information-age )observe that implementing SFIA will:
 support individuals and supervisors to identify and address learning and development needs
 strengthen public sector standards of performance
 aid movement between agencies with using common terminology and role expectations
 contribute to highly functioning organisations focused on delivering quality outcomes
 support managers to clearly describe staff performance expectations.

How SFIA can be used? (Rephrase the following in your own words, do not simply reproduce)
SFIA can be defined as a practice of various kinds of resources for large number of people. These
people can easily manage or work in information system along with related roles of any type. It
comes up with common kind of model that is used in two-dimension framework which mainly
consists of skills on one dimension and seven level of responsibility on the other axis. It also states
various kinds of skills at different level professional skills at various level of competence
(PROFESSIONALISM, 2016). SFIA is generally updated on regular basis so that an individual can easily
remain in step with the needs of various users. It provides a large number of benefits to organization
like a common language for defining large number of skills, expertise and along with large number of
abilities. It can be used for solving a large number of issues like hampering communication and
effective partnership within various organization and mixed teams. It mainly describes the business
needs and accessing the ability of workforce and meeting of proper needs.
SFIA mainly fits the things and method of doing the things. It does not generally define the proper
structure of an organization structure, roles and jobs which are associated with it. It mainly defines a
clear idea and description of skills and level of responsibility it associated with (Shrestha, Kong and
Collins, 2017). The structure of SFIA makes it a kind of flexible kind of resource. It can be easily
adopted and adapted to work in easily in range of HR systems and people management of various
processes. Major of the organization round the globe can easily feel the need of managers for
managing the staff for the IT skills (von Konsky, Jones and Miller, 2014). The difficulty which is
encountered for developing and proper management of IT skills is mainly compounded by providing
an acceleration of large number of changes in technology that ranges from cyber security and cloud
computing.
Part C: SFIA Skills required for the Group Project: (This section does not necessarily have to be
same for the group):
i) SFIA skills are considered to be important for managing various kinds of international
standard. It can be defined as a standard framework which is used managed in a proper
way by not-for profit foundation. It can be defined as a comprehensive set of skills which
comes up with 96 skills (Murnane and Thornley, 2017). It can easily range from
programmer to help desk support along with 7 level of architecture. SFIA skills are
generic in nature and can be easily combined in form of generic that mainly defines
various kinds of roles and level of appropriateness of an organization. The license to
make use of SFIA is considered to be an internal management tool which is considered
to be free of charge.
ii) Populate a high level table relevant to your project as follows :

Level 1:
Follow
Level 2:
Assist
Level 3:
Apply
Level 4:
Enable
Level 5:
Ensure,
Advise
Level 6:
Initiate,
Influence
Level 7:
Strategize,
Inspire
strategy and architecture:
(specify the relevant
lowest level sub category
too)
The IIL
staff
needs
to
complet
e task
under
the
close
supervis
ion of IIL
manage
ment.
The
staff
In the
second
level of
responsi
bility,
the
manage
ment
can
make
use
wide
circle
for any
of
interacti
on.
They
generall
y work
on a
range of
task.
Staff of
manage
ment
should
apply
for
comple
ting the
package
s.
Manage
ment
mainly
works
with
various
supplier
s and
manage
rs
It also
provides
directio
n for
the
provide
d
framew
ork.
Manage
ment
staff
works
with
both the
supplier
s and
manage
ment.
This
particul
ar step
mainly
focus on
setting
up of
certain
number
of
objectiv
es and
supervis
ory
along
with
provide
d board
of
directio
n.
This stage
mainly
focuses on
authority
or zone of
work.
Administra
tor mainly
focus
setting up
of IIL
objective
values.
The authority
mainly
focuses on
setting up of
number of
policies.
Administrato
r of IIL is
mainly
focused to
make certain
number of
decision.
business change: (specify
the relevant lowest level
sub category too)
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
solution development and
implementation: (specify
the relevant lowest level
sub category too)
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
service management:
(specify the relevant
lowest level sub category
too)
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
procurement and
management support:
(specify the relevant
lowest level sub category
too)
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
client interface: (specify
the relevant lowest level
sub category too)
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Table 1: Relevant SFIA Skills for the Project
Style and structure of organization can easily can depend on entrepreneur and personal use and
work ethics which are used for handling various kinds of business situation. Different business
owners and entrepreneurs can easily write certain number of guidelines that mainly outlines the
professionalism and various kinds of work ethics.
Part D: An assessment of a student’s current personal SFIA skills: The term current may mean from
now to say 3 years from now. Hence you may provide evidence of your existing skills and
experiences as well as plans for 2nd year and 3rd year.
One should go for learning tree which is mainly defined as a certified training partner that is used for
SFIA. At present it has introduced two new courses for teaching and for gathering its skills one
should look for this framework (von Konsky, Miller and Jones, 2016). First is 1day course which helps
Select one or more levels of skills that you think are
relevant for this project.

in making use of various kinds of roles and responsibility that’s makes use of SFIA framework. It
mainly relates to the fact that how SFIA framework can be used for managing skills and
responsibilities. It is mainly used for managing practical skills of IT and management of capability in
an organization. Secondly, one can easily apply for organization case study with the help of skills that
are gathered by making use of SFIA framework. It can be defined as a private course which can be
easily used for bring onsite to the location of an organization (Shankararaman, and Gottipati, 2016).
It can be easily defined as a high kind of framework which is used for receiving guidance from the
instructor of SFIA.
i) Populate a high level table relevant to your:
Level 1:
Follow
Level 2:
Assist
Level 3:
Apply
Level 4:
Enable
Level 5:
Ensure,
Advise
Level 6:
Initiate,
Influence
Level 7:
Strategize,
Inspire
strategy and
architecture: (specify the
relevant lowest level sub
category too)
Staff of IIL
requires to
have a
close kind
of
integration
under the
supervisio
n of staff
members
of staff.
In the
upcomi
ng level
of
manage
ment
and
some
kind
wide
area of
wide
interacti
on.
In the
upcomi
ng two
to three
years’
staff of
the
manage
ment. In
this
particul
ar stage
staff
member
will
easily
perform
a large
of tasks.
In the
next
two to
three
year’s
work
should
be for
the
framew
ork.
This
step is
all
about
setting
up of
large
number
of
objectiv
es and
directio
n for
supervis
ion.
It mainly
focus on
use of
large
number of
steps
which is
used for
authority
of
framework
.
In the
upcoming
five years
some kinds
of policies.
Administrato
r of IIL will
make certain
number of
steps for
various kinds
of important
decision.
business change:
(specify the relevant
lowest level sub
category too)
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
solution development
and implementation:
(specify the relevant
lowest level sub
category too)
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
service management:
(specify the relevant
lowest level sub
category too)
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
procurement and
management support:
(specify the relevant
lowest level sub
category too)
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
client interface: (specify
the relevant lowest level
sub category too)
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Same as
above
Table 2: Reflection of Relevant SFIA Skills
Select one
or more
categories
of skills
that you
think are
relevant to
you. Not
all rows
are
relevant
Select one or more levels of skills that you think are relevant to
your aims and aspirations (now and the future in the IS sector)

ii) The table mainly deals with SFIA meeting the criteria of IIL. Seven level of responsibilities
of SFIA which are provided in the table are follow, enable, ensure, initiate, influence and
strategy, inspire and lastly mobilization. I need to improve by knowledge by the help of
higher education.

Part D: References
Biesta, G., 2015. What is education for? On good education, teacher judgement, and educational
professionalism. European Journal of Education, 50(1), pp.75-87.
Cruess, R.L., Cruess, S.R. and Steinert, Y. eds., 2016. Teaching medical professionalism: supporting
the development of a professional identity. Cambridge University Press.
Murnane, S. and Thornley, C., 2017. An Integrative Approach to Developing Organisational
Capabilities and Individual Skills. IVI White Paper Series.
PROFESSIONALISM, T., 2016. essentials. Teaching and Teacher Education.
Shankararaman, V. and Gottipati, S., 2016, April. Mapping information systems student skills to
industry skills framework. In Global Engineering Education Conference (EDUCON), 2016 IEEE (pp.
248-253). IEEE.
Shrestha, A., Kong, E. and Collins, P., 2017, December. Facilitating knowledge transfer for innovation:
towards a decision support system to identify knowledge stock in the ICT profession. In Proceedings
of the 28th Australasian Conference on Information Systems (ACIS 2017). Australian Association for
Information Systems.
von Konsky, B.R., Jones, A. and Miller, C., 2014, January. Visualising career progression for ICT
professionals and the implications for ICT curriculum design in higher education. In Proceedings of
the Sixteenth Australasian Computing Education Conference-Volume 148 (pp. 13-20). Australian
Computer Society, Inc..
von Konsky, B.R., Miller, C. and Jones, A., 2016. The Skills Framework for the Information Age:
Engaging Stakeholders in Curriculum Design. Journal of Information Systems Education, 27(1), p.37.