Background The more familiar that users get with SFIA – the more they recognise the value of the generic levels of responsibility . The opposite is also true; new users tend to make more use of the skill level descriptors and overlook the generic levels of responsibility. A couple of things could be done: provide more emphasis in the framework documentation and how the generic responsibilities are presented. I think the wording should be reviewed and refreshed by taking an analytical view of the individual elements. When this is deconstructed there are some common themes which one can see gradually increasing from L1 thru l7. However not everything is covered all the way through and for some areas the distinction between levels is not clear.

1. Peter Leather Leader, Global SFIA User Forum
SFIA – Generic levels of responsibility – Suggestions for improvements for
SFIAv5
Background
• The more familiar that users get with SFIA – the more they
recognise the value of the generic levels of responsibility .
• The opposite is also true; new users tend to make more use
of the skill level descriptors and overlook the generic levels
of responsibility.
• A couple of things could be done:
1. provide more emphasis in the framework documentation and
how the generic responsibilities are presented.
2. I think the wording should be reviewed and refreshed by
taking an analytical view of the individual elements. When this
is deconstructed there are some common themes which one
can see gradually increasing from L1 thru l7. However not
everything is covered all the way through and for some areas
the distinction between levels is not clear.
1

2. Peter Leather Leader, Global SFIA User Forum
SFIA – the 7 levels of Autonomy - deconstructed
Level 1: Level 2: Level 3: Level 4: Level 5: Level 6: Level 7:
Works under close Works under Works under Works under Works under broad Has defined Has authority and
supervision. routine supervision. general supervision. general direction direction. Is fully authority and responsibility for all
within a clear accountable for responsibility for a aspects of a
framework of own technical work significant area of IS significant area of IS
accountability. or project / work, including work, including
supervisory technical, financial policy formation
responsibilities. and quality aspects. and application.
Uses little Uses minor Uses discretion in Exercises Receives Establishes
discretion. discretion in identifying and substantial personal assignments in the organisational
resolving problems resolving complex responsibility and form of objectives. objectives and
or enquiries problems and autonomy. delegates
assignments. assignments.
Expected to seek Works without Usually receives Plans own work, to Establishes own Accountable for Is fully accountable
guidance in frequent reference specific instructions meet given milestones and actions and for actions taken
unexpected to others. is usually given and objectives and team objectives and decisions taken by and decisions
situations. has work reviewed processes delegates decisions made, made, both by self
at frequent responsibilities. both by self and self and subordinates.
milestones. Work is often self- and subordinates.
Determines when initiated.
issues should be
escalated to a
higher level.
2 Text from the Skills Framework for the Information Age quoted by kind permission of The SFIA Foundation: www.SFIA.org.uk.

3. Does the concept of
supervision fit Peter Leather
RACI is in common usage now and Leader, Global SFIA User Forum
todays workplace? refers to Responsibility and
SFIA – the 7 levels of Autonomy - comments
How is that term Accountability. Could SFIA use that
perceived by entry- instead of “authority” .
level IT
professionals?
Level 1:
Level 1: Level 2:
Level 2: Level 3:
Level 3: Level 4:
Level 4: Level 5:
Level 5: Level 6:
Level 6: Level 7:
Level 7:
Works under close
Works under close Works under
Works under Works under
Works under Works under
Works under Works under broad
Works under broad Has defined
Has defined Has authority and
Has authority and
supervision.
supervision. routine
routine general
general general direction
general direction direction. Is fully
direction. Full authority and
authority and responsibility for all
responsibility for all
supervision.
supervision. supervision.
supervision. within a clear
within a clear accountability for
accountability for responsibility for a
responsibility for a aspects of a
aspects of a
framework of
framework of own technical work
own technical work significant area of IS
significant area of significant area of IS
significant area of
accountability.
accountability. or project //
or project work, including
work, including work, including
work, including
supervisory
supervisory technical, financial
technical, financial policy formation
policy formation
responsibilities.
responsibilities. and quality aspects.
and quality aspects. and application.
and application.
The concept of
“using
discretion” is Uses little
Uses little Uses minor
Uses minor Uses discretion in
Uses discretion in Exercises
Substantial Receives
Receives Is accountable for
Establishes Is fully accountable
very valuable – discretion.
discretion. discretion in
discretion in identifying and
identifying and substantial personal assignments in the
personal assignments in the actions and
organisational for actions taken
it could also be resolving problems
resolving problems resolving complex
resolving complex responsibility and
responsibility and form of objectives.
form of objectives. decisions taken
objectives and and decisions
included in L4 or enquiries
or enquiries problems and
problems and autonomy.
autonomy. both by self and self
delegates made, both by self
and beyond. assignments.
assignments. and subordinates
assignments. and subordinates.
Expected to seek Works without Specific instruction Plans own work, to Establishes own Accountable for Is fully accountable
I think the
guidance in frequent reference
is usually given and meet given milestones, team actions and for actions taken
incremental
unexpected to others. work is reviewed at objectives and objectives and decisions taken by and decisions
difference is not
situations. frequent processes delegates decisions made,
precise here both by self
made,
milestones. assignments. Work both by self and self and subordinates.
Determines when is often self- and subordinates.
Expected to seek Works without Usually receives be
problems should Plans own work, to initiated.
Establishes own Establishes
guidance in escalated to a
frequent reference specific instructions meet given milestones, team organisational
unexpected to others. higher level.
is usually given and objectives and objectives and objectives and Something
situations. has work reviewed processes delegates delegates missing here?
at frequent assignments. Work assignments.
milestones. is often self- .
I think the incremental couldDetermines when initiated.
be clearer here? L1 could issues should be
include reference to escalated to a
frequency. higher level.
3
Text from the Skills Framework for the Information Age quoted by kind permission of The SFIA Foundation: www.SFIA.org.uk.

4. Peter Leather Leader, Global SFIA User Forum
SFIA – the 7 levels of Influence - deconstructed
Level 1: Level 2: Level 3: Level 4: Level 5: Level 6: Level 7:
Interacts with Interacts with and Interacts with and Influences team, and Influences Influences policy Influences
immediate may influence influences specialist peers organisation, formation on the developments within
colleagues. immediate Department / project internally. Influences customers, suppliers contribution of own IT industry at highest
colleagues. May have team members. customers at account and peers within specialism to levels. Advances the
more influence in level and suppliers. industry on business objectives. knowledge and/or
own domain. contribution of Influences a exploitation of IT
specialisation. significant part of within one or more
own organisation and organisations and/or
influences the advancement of
customers/suppliers IS knowledge.
and industry at senior
management level..
Has some Has significant
In predictable and responsibility for the responsibility for the
structured areas may work of others and work of others and
supervise others . for the allocation of for the allocation of
resources. resources
Makes decisions
which impact the
Makes decisions
Makes decisions work of employing
Makes decisions which impact on the Makes decisions
which may impact organisations,
which influence the success of assigned critical to
work assigned to achievement of
success projects and projects i.e. results, organisational
individual/phases of organisational
team objectives deadlines and success.
project. objectives and
budget.
financial
performance.
Develops long-term
May have some May have working Participates in Develops high-level
Develops business strategic
external contact with level contact with external activities relationships with
relationships with relationships with
customers and customers and related to customers suppliers
customers. customers and
suppliers. suppliers. specialisation. and industry leaders.
industry leaders.
4
Text from the Skills Framework for the Information Age quoted by kind permission of The SFIA Foundation: www.SFIA.org.uk.

5. Peter Leather Leader, Global SFIA User Forum for
In my experience ; the requirement
industry level influence is heavily
SFIA – the 7 levels of Influence - deconstructed organisation dependent. For some orgs
this is key - for others much less so. I
think the wording could be changed so
that that the org context is considered.
Level 1: Level 2: Level 3: Level 4: Level 5: Level 6: Level 7:
Interacts with Interacts with and Interacts with and Influences team, and Influences Influences policy Influences
immediate may influence influences specialist peers organisation, formation on the developments within
colleagues. immediate Department / project internally. Influences customers, suppliers contribution of own IT industry at highest
colleagues. May have team members. customers at account and peers within specialism to levels. Advances the
more influence in level and suppliers. industry on business objectives. knowledge and/or
own domain. contribution of Influences a exploitation of IT
specialisation. significant part of within one or more
own organisation and organisations and/or
influences the advancement of
Allocation of customers/suppliers IS knowledge.
resources is an and industry at
important senior management
differentiator. Could level..
we be clear what is Has some Has significant
in the scope of In predictable and responsibility for the responsibility for the
“resources”. Could structured areas may work of others and work of others and
the responsibility be supervise others . for the allocation of for the allocation of
extended, resources. resources
incrementally to L6 Makes decisions
& L7. which impact the
Makes decisions The incremental
Makes decisions work of employing
Makes decisions which impact on the difference could be Makes decisions
which may impact organisations,
which influence the success of assigned clearer – e.g. L6 critical to
work assigned to achievement of
success projects and decisions critical to
projects i.e. results, organisational
individual/phases of organisational
functions;
team objectives deadlines and success.
With much more project. objectives and
department, project
fluid boundaries budget.
financial
between performance.
organisations –
Develops long-term
these should refer May have some May have working Participates in Develops high-level
Develops business strategic
to internal & external contact with level contact with external activities relationships with
relationships with relationships with
external customers, customers and customers and related to customers suppliers
5 customers. customers and
suppliers, partners suppliers. suppliers. specialisation. and industry leaders.
Text from the Skills Framework for the Information Age quoted by kind permission of The SFIA Foundation: www.SFIA.org.uk. industry leaders.

6. Peter Leather Leader, Global SFIA User Forum
SFIA – the 7 levels of Complexity - deconstructed
Level 1: Level 2: Level 3: Level 4: Level 5: Level 6: Level 7:
Performs highly
complex work
Performs a range Performs a broad Performs a broad Performs a
activities covering
Performs routine of varied work range of work, range of complex challenging range
technical, financial
activities in a activities in sometimes complex technical or & variety of Leads on formulation and
and quality aspects
structured variety of and non routine, in professional work complex technical application of strategy.
Contributes to the
environment structured variety of activities, in a or professional
formulation
environments. environments. variety of contexts. work activities.
formulation of IT
strategy.
Undertakes work
which requires Work involves
Requires assistance application of creative application
Applies the highest level
in resolving fundamental of wide range of
of management and
unexpected principles in a wide technical and/or
leadership skills.
problems. and often management
unpredictable principles.
range of contexts.
Understands
Has deep understanding
relationship
of the IT industry and the
between own
implications of emerging
specialism and
technologies and
wider customer /
implications for the wider
organisational
business environment.
requirements.
6 Text from the Skills Framework for the Information Age quoted by kind permission of The SFIA Foundation: www.SFIA.org.uk.

7. Peter Leather Leader, Global SFIA User Forum
“Broad” and “Challenging”
SFIA – the 7 levels of Complexity - deconstructed concepts. I think
are different
Reference to
“challenging” implies
“implementation” of strategy
something about the
would make these more
individual whereas “broad”
action and outcome oriented
refers to the activities:
challenging could be replaced
Level 1: Level 2: Level 3: Level 4: Level 5: Level 6: Level 7:
Performs highly
complex work
Performs a range Performs a broad Performs a broad Performs a
activities covering
Performs routine of varied work range of work, range of complex challenging range
technical, financial Leads on formulation
Is there any activities in a activities in sometimes complex technical or & variety of
and quality aspects and application of
significance structured variety of and non routine, in professional work complex technical
in referring to Contributes to the strategy.
environment structured variety of activities, in a or professional
environments formulation
environments. environments. variety of contexts. work activities.
& contexts? formulation of IT
strategy.
Undertakes work
which requires Work involves
Requires assistance application of creative application
Something missing here? Perhaps reference Applies the highest level
in resolving fundamental of wide range of
to problem solving / types of problems? of management and
unexpected principles in a wide technical and/or
leadership skills.
problems. and often management
unpredictable principles.
range of contexts.
Understands
Has deep understanding
relationship
of the IT industry and the
between own
implications of emerging
specialism and
technologies and
wider customer /
implications for the wider
organisational
business environment.
requirements.
Reference to management and leadership could
be enhanced; e.g. why principles at L6 and skills
at L7? L5 could also be expected to apply
7 Text from the Skills Framework for the Information Age quoted by kind permission of The SFIA Foundation: www.SFIA.org.uk. management principles / skills? What does
“highest level” mean?

8. Peter Leather Leader, Global SFIA User Forum
SFIA – the 7 levels of Business Skills - deconstructed
Level 1: Level 2: Level 3: Level 4: Level 5: Level 6: Level 7:
Uses basic information systems Understands and uses appropriate Understands and uses appropriate Selects appropriately from Advises on the available standards, Assess and evaluates risk. Understands, explains and
and technology functions, methods tools and applications. methods tools and applications. applicable standards, methods, methods, tools and applications in Understands the implications of presents complex technical ideas
applications, and processes. tools and applications and use. own area of specialisation and can new technologies. to both technical and non-technical
make correct choices from audiences at all levels up to the
alternatives. highest in a persuasive and
convincing manner.
Demonstrates an organised Demonstrates a rational and Demonstrates an analytical and Demonstrates an analytical and Analyses, diagnoses, designs, Demonstrates clear leadership Has a full range of strategic
approach to work. organised approach to work. Able systematic approach to problem systematic approach to problem plans, executes and evaluates skills and the ability to influence management and leadership skills.
to work in a team. solving. Contributes fully to the solving. work to time, cost and quality and persuade.
work of teams. targets. Demonstrates leadership.
Is able to plan, schedule and Can plan, schedule and monitor Plans, schedules and monitors Understands the relationship of Promotes compliance with Assesses the impact of legislation,
monitor own work within short own work (and that of others work to meet time and quality own area of responsibility / relevant legislation. and actively promotes compliance.
time horizons. Is aware of health where applicable) competently targets and in accordance with specialisation to the employing
and safety issues. within limited deadlines and relevant legislation and organisation. Takes customer
according to relevant legislation procedures. requirements into account when
and procedures. making proposals.
Basic oral and written Sufficient communication skills for Demonstrates effective Communicates fluently orally and Communicates effectively, Communicates effectively at all
communication skills. effective dialogue with colleagues. communication skills. in writing and can present complex formally and informally, with levels to both technical and non-
technical information to both colleagues, subordinates and technical audiences
technical and non-technical customers. Facilitates
audiences. Facilitates collaboration between
collaboration between stakeholders who have diverse
stakeholders who share common objectives.
objectives.
Capable of learning new skills and Absorbs technical information Absorbs and applies technical Rapidly absorbs new technical Absorbs complex technical
applying newly acquired when it is presented systematically information. Works to required information and applies it information.
knowledge. and apply it effectively. standards. Understands and uses effectively.
appropriate methods, tools and
applications.
Contributes to identifying own Identifies and negotiates own Takes initiative in identifying and Maintains awareness of Takes initiative to keep skills up to Takes initiative to keep both own Takes initiative to keep both own
development opportunities. development opportunities. negotiating appropriate developing technologies and their date. Mentors more junior and subordinates skills up to date and subordinates skills up to date
development opportunities. application and takes some colleagues. and to maintain awareness of and to maintain awareness of
responsibility for personal developments in the IT industry. developments in IT in own area(s)
development. of expertise.
Appreciates the wider field of Has a good appreciation of wider Maintains awareness of Has a broad understanding of all Has a broad and deep IT
information systems, and how own field of information systems, their developments in the industry. aspects of IT and deep knowledge coupled with
role relates to other roles and to use in relevant employment areas Analyses requirements and advises understanding of area(s) of equivalent knowledge of the
the business of the employer or and how they relate to the on scope and options for specialism(s). Understands and activities of those businesses and
client. business activities of the employer operational improvement. communicates the role and impact other organisations who use and
or client. Demonstrates creativity and of IT in the employing organisation exploit IT. Communicates the
innovation in applying solutions for and promotes compliance with potential impact of emerging
the benefit of the user. relevant legislation. technologies on organisations and
individuals and can analyse the
risks of using or not using such
technologies.
8 Text from the Skills Framework for the Information Age quoted by kind permission of The SFIA Foundation: www.SFIA.org.uk.

9. Peter Leather Leader, Global SFIA User Forum
SFIA – the 7 levels of Business Skills - deconstructed ofto technical technical
The concept presenting
information & non-
These seem to
overlap / duplicate
technical information is important. I information in the
don’t think the incremental differences “complexity” and
from L4 through to L7 are clear “influence” sections
Level 1: Level 2: Level 3: Level 4: Level 5: Level 6: Level 7:
Uses basic information systems Understands and uses appropriate Understands and uses appropriate Selects appropriately from Advises on the available standards, Assess and evaluates risk. Understands, explains and
and technology functions, methods tools and applications. methods tools and applications. applicable standards, methods, methods, tools and applications in Understands the implications of presents complex technical ideas
applications, and processes. tools and applications and use. own area of specialisation and can new technologies. to both technical and non-
The incremental make correct choices from technical audiences at all levels up
difference could be alternatives. to the highest in a persuasive and
clearer convincing manner.
Demonstrates an organised Demonstrates a rational and Demonstrates an analytical and Demonstrates an analytical and Analyses, diagnoses, designs, Demonstrates clear leadership Has a full range of strategic
approach to work. organised approach to work. Able systematic approach to problem systematic approach to problem plans, executes and evaluates skills and the ability to influence management and leadership
to work in a team. solving. Contributes fully to the solving. work to time, cost and quality and persuade. skills.
L1 looks too low? work of teams. targets. Demonstrates leadership.
At entry point we Is able to plan, schedule and Can plan, schedule and monitor Plans, schedules and monitors .
could reasonably monitor own work within short own work (and that of others work to meet time and quality
expect “Sufficient The incremental and in accordance with Something missing here? Perhaps reference to
time horizons. Is aware of health where applicable) competently targets
communication and safety issues. difference could belegislation and
within limited deadlines and relevant length of planning horizon e.g. – annual, multi-
skills for effective clearer
according to relevant legislation procedures. year, medium, long-term, strategic etc
dialogue with and procedures.
colleagues.” L2 Basic oral and written Sufficient communication skills for Demonstrates effective Communicates fluently orally and Communicates effectively, Communicates effectively at all
should be able to communication skills. effective dialogue with colleagues. communication skills. in writing and can present formally and informally, with levels to both technical and non-
communicate complex technical information to colleagues, subordinates and technical audiences Is “deep” IT
with customers / both technical and non-technical customers. Facilitates knowledge”
suppliers – see audiences. Facilitates collaboration between expected for
influence section collaboration between stakeholders who have diverse L7 –
re contact with stakeholders who share common objectives. leadership
customers and objectives. skills should
suppliers Capable of learning new skills and Absorbs technical information Absorbs and applies technical Rapidly absorbs new technical Absorbs complex technical focus on big
applying newly acquired when it is presented systematically information. Works to required information and applies it information. picture not
knowledge. and apply it effectively. standards. Understands and uses effectively. the detail?
appropriate methods, tools and
applications.
Contributes to identifying own Identifies and negotiates own Takes initiative in identifying and Maintains awareness of Takes initiative to keep skills up to Takes initiative to keep both own Takes initiative to keep both own
development opportunities. development opportunities. negotiating appropriate developing technologies and their date. Mentors more junior and subordinates skills up to date and subordinates skills up to date
development opportunities. application and takes some colleagues. and to maintain awareness of and to maintain awareness of
responsibility for personal developments in the IT industry. developments in IT in own area(s)
development. of expertise.
Appreciates the wider field of Has a good appreciation of wider Maintains awareness of Has a broad understanding of all Has a broad and deep IT
information systems, and how own field of information systems, their developments in the industry. aspects of IT and deep knowledge coupled with
role relates to other roles and to use in relevant employment areas Analyses requirements and advises understanding of area(s) of equivalent knowledge of the
Could it be the business of the employer or and how they relate to the on scope and options for specialism(s). Understands and activities of those businesses and
clearer what client. business activities of the employer operational improvement. communicates the role and impact other organisations who use and
“negotiating or client. Demonstrates creativity and of IT in the employing organisation exploit IT. Communicates the
” means in innovation in applying solutions for and promotes compliance with potential impact of emerging
this context? the benefit of the user. relevant legislation. technologies on organisations and
Understands the relationship of individuals and can analyse the
own area of responsibility / risks of using or not using such
specialisation to the employing technologies. Assesses the impact
organisation. Takes customer “analyse” of legislation, and actively
requirements into account when sounds very promotes compliance.
making proposals. hands on for
L7 – “assess”
9 maybe more
appropriate
Text from the Skills Framework for the Information Age quoted by kind permission of The SFIA Foundation: www.SFIA.org.uk.