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November 1, 2014 | slide 1

Gordon Millner JISC RSC(EM) Advisory - Technical Infrastructure. Technical Skills Audit Auditing and Frameworks Skills Framework for the Information Age (SFIA) References / Documents. www.rsc-em.ac.uk. RSCs – Stimulating and supporting innovation in learning. November 1, 2014 | slide 1.

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November 1, 2014 | slide 1

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  1. Gordon MillnerJISC RSC(EM) Advisory - Technical Infrastructure Technical Skills Audit Auditing and Frameworks Skills Framework for the Information Age (SFIA)References / Documents www.rsc-em.ac.uk RSCs – Stimulating and supporting innovation in learning November 1, 2014| slide 1

  2. Why the need for an audit? • Improve performance through staff's skills • What are the existing problems with technical staffing? • What problems result from poor use of staff skills? • High staff turnover • Late or over-budget projects • Inappropriately staffed projects • Little or no cross-training undertaken • Gaps revealed by departing staff • Low staff morale

  3. FRAMEWORKS - why use them? • “How to achieve a 90% improvement in people resource management and 20% reduction in training costs” (Norwich Union on implementation of DTI’s backed SFIA protocol) plus, “optimising the performance of every individual and team to achieve desired business results, by up to 52%” (McKinsey War for Talent Study, 2001)

  4. Using frameworks for identifying technical skills • A skills framework supports management’s strategic objectives by providing: • A clear, well-structured view of their staff’s skills • A tool for more accurate planning, and management, of resources • A method of building the right project teams – quickly • A tool for accurate development of careers, so improving retention • A better way of building personal development plans • A method of risk assessment for the loss of key skills • A tool for accurate and efficient recruitment or redeployment • Industry recognition eg. DTI, British Computer Society • Different models - http://www.exceed-it.com/itil2.htm • Self Assessment Workbook Main Menu

  5. Using frameworks tomeasure technical skills • With a framework in place, skills become a more measurable commodity: • Performance can be benchmarked and compensation aligned to skills • Managers can build teams and quickly identify experts for critical issues; • Career development and training can be targeted at the needs of the business; • Over-capacity can be identified and resources re-assigned; • HR can track and orchestrate the maintenance of an efficient workforce.

  6. Skills Framework for the Information Age (SFIA) • A high level UK Government backed competency framework describing the roles within IT and the skills needed to fulfil them • SFIA is recognised by the following bodies: • e-skills UK - The officially-appointed Sector Skills Council for IT in the UK • BCS - British Computer Society • IET - The Institution of Engineering and Technology  • IMIS - Institute for the Management of Information Systems • Intellect - Previously known as the Computer and Software Services Association • OGC - Office of Government Commerce • itSMF - The IT Service Management Forum, which promotes the use of ITIL (the IT Infrastructure Library) • DTI - Department of Trade & Industry

  7. How does SFIA work • Describing categories of work on one axis, levels of responsibility on another and resources/components on the third axis.

  8. SFIA – Categories of Work • There are SIX main categories of work • Strategy and planning • Development • Business change • Service provision • Procurement and management support • Ancillary skills Main Menu

  9. SFIA – Levels of Work • There are SEVEN main levels of work • Follow – Level 1 (low skill) • Assist • Apply • Enable • Ensure, advise • initiate, influence • Set strategy, envision – Level 7 (high skill and knowledge) Main Menu

  10. Matrix of categories/levels

  11. References: • Websites • SFIA • British Computer Society • Microsoft Operations Framework • Documents • SFIA Introduction • SFIA Skills and Levels • BCS SFIAplus Wallchart Main Menu

  12. Any Qs?

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