Topic Guide: Creating Job Descriptions

May 2006

Title 0 Introduction 1 Map to SFIAplus 3 2 Create a Job Description 3 Create a Comprehensive set of Job Descriptions 4 FAQs Appendix 1 - SFIAplus Standard Appendix 2 SFIAplus - Key Software Elements Appendix 3 Level Checklist Appendix 4 SFIA Matrix Review Sheet

0 Introduction All products within the corporate professional development product range can:1. provide tools to help map or identify relevant SFIAplus Task(s) for particular roles and jobs 2. quickly create Job Descriptions based on the SFIAplus standard and 3. organise these into a portfolio of Job Descriptions covering all the roles within an organisation. It is best to spend some time to review and understand the SFIAplus standard. Become familiar with using the SFIAplus matrix to review the 7 generic Levels, the 78 Skill Resources (use the down arrow to open the additional SFIAplus resources) and the 263 Tasks and six additional SFIAplus components for each Task see Appendix 1 and 2. BCS offers technical support on all professional development products. This includes an experienced pool of consultants who can help clients to define and build their IT Job descriptions. 1 Map to SFIAplus 3 Use the Matrix this may be as simple as inspecting the paper or software version of the SFIAplus matrix and considering Skills within the various Categories and Sub-Categories once a possible Skill has been identified consider the Level by looking at the generic Level descriptions Use the powerful Search SFIAplus facilities further explore possible mappings by using the powerful Keyword search facility searching by suitable Keywords results in a mini-Matrix to further explore relevant Skills/Tasks the example below shows the result for the Keyword Data Analysis. You can also search by related Knowledge and Skills, Training Activities and Qualifications.

Review and confirm Mapping review the six detailed components (particularly Work Activities and related Knowledge and Skill) to confirm accurate mapping to confirm Level, use the Next and Previous level buttons to see how the selected components change as you move up and down the Levels Keep it simple try to map to one key Task. If required, within the software, you can add individual components to cover parts of other Tasks

2 Create a Job Description Once you have decided what Task(s) your job maps to it is a simple matter to create a Job Description:Create a Job Description entry.

Edit the Job Description and add a Task from the matrix

Review details via the Job Description Summary (which can be exported to Word)

NOTE Individual Task components and an organisations own custom components including specialisms can be added to a Job description.

3 Create a Comprehensive set of Job Descriptions Plan and Control your mapping exercise Identify and agree the scope (e.g. all people/jobs, only IT people/jobs) and objectives for your mapping exercise. For example: to produce Job Descriptions to link Job Descriptions to pay grades as part of a wider project e.g. introduction of a new appraisal systems. Identify process to use (e.g. individual mapping, Department and Division levelling, linking to pay grades, production of new procedures, implementation, hand holding and support) and pilot with a small number of representative people/jobs. Select project team (include operational managers to ensure ownership of project) and produce implementation plans. Train project team in use of tools and process to use and manage and implement project. Use the software features Use the Matrix consider selecting a Category or sub-category of SFIAplus skills identify business processes and consider which Skills these relate to consider and highlight key career pathways within your organisation based on the matrix identify Key Words from interviews with job holders, currents job descriptions, critical success factors, key performance indicators, agreed goals or objectives, and use these to interrogate the SFIAplus standard. review the Industry models (particularly Service Delivery Skills, Systems Development Skills, IT Infrastructure and E-Government) for possible Skills

Use the SFIAplus tools

Document and Review Document mappings by creating SFIAplus Job Descriptions which can be exported to Word. Consider using the attached Generic Level Checklist and Matrix Review Sheet. Use the Matrix Review Sheet to highlight Tasks incorporated during your mapping exercise. Are there any areas where there appears to be a lack or preponderance of Tasks identified? Estimating Time Key factors which affect time estimates to undertake a mapping exercise are: whether the organisation and individuals have current JDs whether the JDs are accurate and detailed how well the organisation jobs map to SFIAplus (depends on organisation culture and focus) Following example considers time taken if employing a consultant who knows the standard. Example 1 100 different Job Descriptions project start up and exploratory meeting, 1 day IT Department with traditional project and majority of work off-site with occasional phone calls support roles with up to-date and detailed 30 mins/Job Description, 50 hrs current JDs 1 day follow up meeting 1 + 50/7.5 + 1 say 9 mdays Example 2 100 different Job Descriptions project start up and exploratory meeting, 1 day Distributed and specialised IT roles and majority of work by 1to1 1 hr interviews, 100 hrs no agreed Job Descriptions. 30 mins/Job Description, 50 hrs 3 days of follow up meeting (to resolve issues) 1 + 100/7.5 + 50/7.5 + 3 say 24 mdays

4 FAQs How do you create Job Descriptions? Detailed guidelines are contained in this paper. Briefly they are: use the matrix and particularly KeyWords to map a role or job and identify SFIAplus Skills initially consider level by looking at the generic Level descriptors confirm mapping by reviewing the six detailed components (particularly Work Activities and related Knowledge and Skill) keep it simple, try to map to one key Task and, if required, within the software, you can add individual SFIAplus or custom components Should we create custom components including Specialisms? These are some of the recommendations, questions and factors you should consider: firstly use the software to create a representative number of Job Descriptions prior to considering whether to create your own custom components confirm your objectives for creating custom components and consider the overhead in maintaining such components one key need may be to highlight and use the Skills Manager and Career Developer gap analysis, team builder and expert finder for your own critical Skills as well as for SFIAplus Tasks. In this case create these skills as Specialisms (which could be an existing SFIAplus or custom Background Work Activity etc) for manageability considerations there is a limit of 300 individual custom components for each of the seven different types of custom components How do you ensure consistency of approach? Within a small IT department where all the Job descriptions may be authored by one person this should not be a problem particularly if detail is confirmed with job holders and a general review of Levels is undertaken. Where a significant number of Job Descriptions are being created which cover a number of groups and are authored by different managers then it may be useful to consider some or all of the following steps: draw up a formal process including use of authors, reviewers and a moderation review meeting and formal sign-off by the key stakeholders consider use of BCS or in-house training on the standard and Job Description process consider use of BCS consultancy to undertake some of the following activities:o to help create or advise on process to use o to help create or review draft job descriptions o to attend moderation review meetings This is an area which can also be explored by the national and regional forum networking meetings facilitated by the BCS for current professional development product clients. How do you benchmark against other organisations? Probably the best approach would be to raise this item for general discussions at the national and regional forum networking meetings facilitated by the BCS for current professional development product clients and to make direct contact with those organisations within the forum who are from a similar environment. Does SFIAplus link to salary review data? CELRE are an accredited partner of the SFIA Foundation and have mapped SFIA Skills to the CEL job functions. The CELRE IT salary survey runs twice a year. For details on participating, contact on 020 8549 8726 or via email paul@celre.co.uk. Can you link SFIAplus levels to other job evaluation processes e.g. Hay? SFIAplus levels have been allocated Hay job evaluation points by a number of organisations. Additional details are held by the BCS.

Appendix 1 - SFIAplus Standard Introduction The SFIAplus standard is based on ISM and SFIA. Namely:ISM (Industry Structure Model) detailed training and development standard developed and maintained by the BCS over 15 years, first paper based then a Windows application SFIA (Skills Framework for the Information Age) UK Government endorsed framework based on ISM now owned by the SFIA Foundation (founding members BCS, IEE, IMIS and e-Skills) SFIAplus combines high level SFIA framework with the detailed ISM standard SFIAplus Version3 is completely consistent with SFIA and contains additional Skills Recourses and Task Components..

SFIAplus Building Blocks The SFIAplus building blocks are:A Level represents a consistent measure of the degree of autonomy, responsibility and accountability and therefore the degree of professional ability and maturity required of a practitioner in order to perform successfully. SFIAplus recognises 7 Levels, numbered from 1 to 7. A Skill within SFIAplus is a particular area of professional activity, such as Database design, Capacity management, Systems testing or Network support. There are 78 Skills in SFIAplus. A SFIAplus Task is defined as the performance of a Skill at a particular Level. So, for example, someone whose job involves Systems testing could be performing a Task defined as Systems Testing - Level 2. There are 263 Tasks in SFIAplus.

Skill Resources For each of the 78 Skill resources there are additional SFIAplus topics covering the following:1. 4. 5. 6. 8. 9. SFIA Skill Title, 2. SFIA Skill Description, 3. Related SFIA Skills Technical Overview, Including Typical Tools and Techniques Overview of Training, Development and Qualifications Careers and Jobs, 7. Professional Bodies Standards and Codes of Practice Communities and Events and 10 Publications and Resources

Task Components For each of the 263 Tasks there are six additional components:Background Used to describe the combination of education, experience, and prior knowledge and skills that a practitioner needs to possess before starting to perform a particular Task Work Activities Used to describe the typical activities, usually between 2-7, that a practitioner would perform whilst undertaking a Task. Knowledge/Skills Used to characterise a Task by defining the 12-15 most important knowledge and skills the practitioner will require to achieve proficiency in the Task. There are three types of Knowledge & Skill. Behavioural, Technical (IT) and Other (non-IT) Knowledge & Skills. Technical and Other Knowledge & Skills (but not Behavioural Skills) are further qualified by Depth - Aware, Familiar, Proficient and Expert. Training Requirements Training Activities are those which lead to increased proficiency in the current Task. They are in contrast to Professional Development Activities which are preparation for broader and greater responsibility beyond the current Task. Training activities may be undertaken in a variety of ways, from formal courses and distance learning to on the job training and self study Professional Development Activities PDAs Development which is not essential to the performance of a specific Task, but which broadens the practitioner's knowledge and experience. Qualifications Qualifications are used to characterise a particular Task by referring to the qualification(s) which are relevant to that Task and which can provide evidence of proficiency in all or part of that Task - either in the general sense or when the Task is performed in a specific context or using specific methodologies. Only major professional and vocational qualifications which require some form of assessment are referenced. These include both IT and relevant non-IT qualifications (e.g. training and project management) as well as those which are vendor, methodology or product specific.

Appendix 2 SFIAplus - Key Software Elements

Matrix The scope of the SFIAplus standard can be represented by a matrix. Within the various software products details are usually accessed via the matrix. Part of the matrix is shown below and you can click on the Skill, Task or generic Level hyperlinks to see further details.

Skill Resources In addition to the SFIA elements, SFIAplus contains additional resources (ten in total) for all 78 Skills.

Task Components SFIAplus contains six additional components for all 263 Tasks.

Appendix 3 Level Checklist Levels are used as a consistent measure of the degree of autonomy, responsibility and accountability implicit in Task definitions across the SFIAplus Skills. Level 1 is the lowest; Level 7 is the highest. Essential characteristics defined are those which should be displayed after a meaningful period of employment (never less than 3 months) at a particular Level.
Level 1 Autonomy Influence Complexity Business skills Level 2 Autonomy Influence Complexity Business skills Works under close supervision. Uses little discretion. Expected to seek guidance in unexpected situations. Interacts with department. Performs routine activities in a structured environment. Requires assistance in resolving unexpected problem. Uses basic IS functions, applications, and processes. Demonstrates an organised approach to work. Capable of learning new skills and applying newly acquired knowledge. Basic oral and written communication skills. Contributes to identifying own development opportunities. Works under routine supervision. Uses minor discretion in resolving problems or enquiries Works without frequent reference to others. Interacts with and may influence department. May have some external contact with customers and suppliers. May have more influence in own domain. Performs range of varied work activities in a variety of structured environments. Understands and uses appropriate methods tools and applications. Demonstrates a rational and organised approach to work. Awareness of health and safety issues. Identifies and negotiates own development opportunities. Sufficient communication skills for effective dialogue with colleagues. Able to work in a team. Able to plan, schedule and monitor own work within short time horizons. Can absorb technical information when it is presented systematically and apply it effectively. Works under general supervision. Uses discretion in identifying and resolving complex problems and assignments. Specific instruction is usually given and work is reviewed at frequent milestones. Determines when problems should be escalated to a higher level. Interacts with and influences department/project team members. Frequent external contact with customers and suppliers. In predictable and structured areas may supervise others. Decisions may impact work assigned to individual/phases of project. Broad range of work, sometimes complex and non routine, in variety of environments. Understands and uses appropriate methods tools and applications. Demonstrates analytical and systematic approach to problem solving. Takes initiative in identifying and negotiating appropriate development opportunities. Demonstrates effective communication skills. Contributes fully to the work of teams. Can plan, schedule and monitor own work (and that of others where applicable) competently within limited time horizons and according to health and safety procedures. Is able to absorb and apply new technical information. Is able to work to required standards and to understand and use the appropriate methods, tools and applications. Appreciates wider field of IS, how own role relates to other IS roles and to the business of the employer or client. Works under general direction within a clear framework of accountability. Substantial personal responsibility and autonomy. Plans own work, to meet given objectives and processes. Influences team, and specialist peers internally. Influences customers at account level and suppliers. Some responsibility for work of others and allocation of resources. Participates in external activities related to specialisation. Decisions influence success of projects and team objectives. Broad range of complex technical or professional work activities, in a variety of contexts. Selects appropriately from applicable standards, methods, tools and applications and use. Demonstrates analytical and systematic approach to problem solving. Communicates fluently orally and in writing and can present complex technical information to both technical and non-technical audiences. Is able to plan, schedule and monitor work activities in order to meet time and quality targets and in accordance with health and safety procedures. Is able to absorb rapidly new technical information and apply it effectively. Good appreciation of wider field of IS, how IS is used in relevant employment areas and how IS relates to the business activities of the employer or client. Maintains awareness of developing technologies and their application and takes some responsibility for personal development.

Level 3 Autonomy

Influence

Complexity Business skills

Level 4 Autonomy Influence

Complexity Business skills

Appendix 3 Level Checklist contd

Level 5 Autonomy Works under broad direction. Full accountability for own technical work or project/supervisory responsibilities. Receives assignments in the form of objectives. Establishes own milestones, team objectives and delegates assignments. Work is often self-initiated. Influences organisation, customers, suppliers and peers within industry on contribution of specialisation. Significant responsibility for the work of others and for the allocation of resources. Decisions impact on success of assigned projects i.e. results, deadlines and budget. Develops business relationships with customers. Challenging range variety of complex technical or professional work activities. Work requires application of fundamental principles in a wide and often unpredictable range of contexts. Understands relationship between specialism and wider customer/ organisational requirements. Advises on the available standards, methods, tools and applications in own area of specialisation and can make correct choices from alternatives. Can analyse, diagnose, design, plan, execute and evaluate work to time, cost and quality targets. Communicates effectively, formally and informally, with colleagues, subordinates and customers. Demonstrates leadership. Clear understanding of the relationship between own area of responsibility /specialisation to the employing organisation and takes customer requirements into account when making proposals. Takes initiative to keep skills up to date. Maintains awareness of developments in the industry. Can analyse user requirements and advise users on scope and options for operational improvement. Demonstrates creativity and innovation in applying IS solutions for the benefit of the user.

Influence

Complexity

Business skills

Level 6 Autonomy

Influence

Complexity

Business skills

Has defined authority and responsibility for a significant area of IS work, including technical, financial and quality aspects. Establishes organisational objectives and delegates assignments. Accountable for actions and decisions taken by self and subordinates. Influences policy formation on contribution of specialisation to business objectives. Influences at level of division internally and influences customer/suppliers and industry at senior management level. Decisions impact IS work of employing organisations, achievement of organisational objectives and financial performance. Develops high-level relationships with customers suppliers and industry leaders. Highly complex work activities covering technical, financial and quality aspects and contributing to formulation of IS strategy. Work involves creative application of wide range of technical and/or management principles. Can absorb complex technical information and communicate effectively at all levels to both technical and non-technical audiences. Is able to assess and evaluate risk and to understand the implications of new technologies. Demonstrates clear leadership skills and the ability to influence and persuade. Has a broad understanding of all aspects of IS and deep understanding of area(s) of specialisation. Understands and communicates the role and impact of IS in the employing organisation. Takes initiative to keep both own and subordinates skills up to date and to maintain awareness of developments in the IS industry.

Level 7 Autonomy

Influence

Complexity

Business skills

Has authority and responsibility for all aspects of a significant area of IS work, including policy formation and application. Is held fully accountable for actions taken and decisions made, both by self and subordinates. Decisions critical to organisational success. Influences developments within IS industry at highest levels. Advances exploitation of IS within one or more organisations and/or the advancement of IS knowledge. Develops long-term strategic relationships with customers and industry leaders. Leads on formulation and application of IS strategy. Work involves application of highest level management and leadership skills. Has deep understanding of IS industry and emerging technologies and implications for the wider business environment. Full range of strategic management and leadership skills. Understands, explains and presents complex technical ideas to both technical and non-technical audiences at all levels up to the highest in a persuasive and convincing manner. Has a broad and deep IS knowledge coupled with equivalent knowledge of the activities of those businesses and other organisations who use and exploit IS. Is able to understand and communicate the potential impact of emerging technologies on organisations and individuals and can analyse the risks of using or not using such technologies. Takes initiative to keep both own and subordinates skills up to date and to maintain awareness of and, in own area(s) of expertise.

Appendix 4 SFIA Matrix Review Sheet

Strategy and planning Information strategy Advice and guidance Business/information systems strategy and planning Information management Consultancy Technical specialism Research Innovation Business process improvement Strategic application of information systems Business risk management Information security Information assurance Systems architecture Emerging technology monitoring Continuity management Software development process improvement Network planning Methods and tools Systems development management Data analysis Systems design Network design Database design Programming/software development Safety engineering Web site specialism Systems testing Systems ergonomics Content creation Non-functional needs analysis Usability evaluation Human factors integration Systems integration Porting/software integration Systems installation/decommissioning Business analysis Programme management Project management Business process testing Change implementation planning and management Organisation design and implementation Benefits management Stakeholder relationship management Configuration management Change management Capacity management System software Security administration Radio frequency engineering Availability management Financial management for IT Data protection Application support Management and operations Network control and operation Database administration Service level management Network support Problem management Service desk and incident management Procurement Supplier relationship management Quality management Quality assurance Quality standards Compliance audit Safety assessment Project office Asset management Information systems coordination Client services management Professional development Resourcing Education and training management Training materials creation and maintenance Education and training delivery Account management Marketing Selling Sales support IRMG CNSL TECH RSCH INOV BPRE STPL BURM SCTY INAS ARCH EMRG COPL SPIM NTPL METL DLMG DTAN DESN NTDS DBDS PROG SFEN WBSP TEST HCEV DOCM UNAN USEV HFIN SINT PORT HSIN ANAL PGMG PRMG BPTS CIPM ORDI BENM RLMT CFMG CHMG CPMG SYSP SCAD RFEN AVMT FMIT DPRO ASUP COPS NTOP DBAD SLMO NTAS PBMG USUP PROC SURE QUMG QUAS QUST COMP SFAS PROF ASMG ISCO CSMG PDSV RESC ETMG TMCR ETDL ACMG MKTG SALE SSUP

Technical strategy and planning

Development

Systems development

Human factors

Installation and integration

Business change

Business change management

Service provision

Relationship management Infrastructure

Operation

User support

Procurement and management support

Supply management Quality management

Resource management

Ancillary skills

Education and training

Sales and marketing