Summary
As a trainee in an entry-level position, working under supervision, you will need design aptitude, potential and an understanding of the role.
Behavioural Skills
| Title | Details |
|---|---|
| Verbal Expression | Communicating effectively using the spoken word. |
| Written Expression | Communicating effectively in writing, such as reports and via emails. |
| Teamwork | Working collaboratively with others to achieve a common goal. |
Technical Skills
| Title | Details | Depth |
|---|---|---|
| Graphical User Interfaces (GUI) | Graphical human/computer interfaces that facilitate effective communication between human operator and computer. | Aware of |
| Systems Ergonomics and Iterative Design | Iterative methods and techniques to allocate and optimise the division of functions between the human, machine and organisational elements of IT systems and the functions themselves in terms of ergonomic impact. Systematic and iterative design of the physical and cognitive interfaces to create an effective user experience in a software system, product or service with attention paid to variety of locations and access devices employed by users. | Aware of |
Training
| Title | Details |
|---|---|
| Security Awareness | Tools and techniques to help users and employees understand the role they play in helping to combat information security breaches and for IT and security professionals to prevent and mitigate risk. |
Professional Development Activity (PDA)
| Title | Details | PDA Group |
|---|---|---|
| Participation in Group Activities | Participating in group activities inside or outside of the working environment that can assist with the development of interpersonal skills. | Broadening Activities |
| Job Shadowing and Special Assignments | Undertaking temporary periods or secondments in other roles, particularly those that offer a new perspective on own function or exposure to other environments and cultures. | Broadening Activities |
| Additional Study | Building on initial education through additional study by means of distance learning, night classes, day release, etc. | Increasing Knowledge |
| Gaining Knowledge of Employing Organisation | Gaining basic knowledge of the employing organisation, its business, structure, culture, policies, products/services, operations and terminology. | Increasing Knowledge |
| Gaining Knowledge of Surrounding Technical Areas | Gaining knowledge of IT activities in employing organisation external to own function. | Increasing Knowledge |
| Involvement in Professional Body Activities | Attending meetings, seminars and workshops organised by professional body and reading published material, such as journals and web content. | Participation in Professional Activities |
| Time Management | Undertaking learning and practice in the planning and organising of own activities. | Developing Professional Skills |
| Team Working | Undertaking learning and practice in the techniques of team and collaborative working. Gaining an understanding of the underlying concepts. | Developing Professional Skills |
| Communications | Undertaking learning and practice in oral and written communications, including report writing and presentation. | Developing Professional Skills |
Organisational Skill Name and Description
| Framework | Skill | Level |
|---|---|---|
| Government Digital and Data Profession Capability Framework |
Agile working Agile delivery involves encouraging teams to build incrementally, test and iterate their work based on regular feedback and other useful data. |
Awareness Agile working You can: show an awareness of Agile methodology and the ways to apply the principles in practice take an open-minded approach explain why iteration is important iterate quickly |
| Government Digital and Data Profession Capability Framework |
Communicating between the technical and non-technical |
Awareness Communicating between the technical and non-technical You can: show an awareness of the need to translate technical concepts into non-technical language understand what communication is required with internal and external stakeholders |
| Government Digital and Data Profession Capability Framework |
Community collaboration Collaboration in the DDaT Profession typically involves working in a multidisciplinary project team, and contributing to working groups and wider professional communities. It requires a broad understanding of the technologies, principles and perspectives of related professions. |
Awareness Community collaboration You can: understand the work of others and the importance of team dynamics, collaboration and feedback |
| Government Digital and Data Profession Capability Framework |
Digital perspective Process optimisation involves ensuring your processes are accurately defined and capture the most efficient way to complete a task by monitoring modified procedures. |
Awareness Digital perspective You can: show an awareness of design, technology and data principles demonstrate engagement with trends in design and can set relevant priorities understand the internet and the range of available technology choices |
| Government Digital and Data Profession Capability Framework |
Evidence- and context-based design |
Awareness Evidence- and context-based design You can: show an awareness of the value of evidence-based design, and that design is a process |
| Government Digital and Data Profession Capability Framework |
Leadership and guidance IT infrastructure involves ensuring systems and processes are available, adaptable, reliable and secure. |
Awareness Leadership and guidance You can: show commitment to agreed good practice for the team, teaching new starters and challenging substandard work by peers recommend decisions and describe the reasoning behind them identify and articulate technical disputes between direct peers and local stakeholders show an understanding of the importance of team dynamics, collaboration and feedback |
| Government Digital and Data Profession Capability Framework |
Managing decisions and risks |
Awareness Managing decisions and risks You can: identify technical disputes and describe them in ways that are relevant both to direct peers and to local stakeholders work collaboratively while recommending decisions and the reasoning behind them |
| Government Digital and Data Profession Capability Framework |
Prototyping Prototyping a service or product involves exploring, testing and sharing different concepts before committing to the final design. |
Awareness Prototyping You can: explain what prototyping is, and why and when to use it understand how to work in an open and collaborative environment (by pair working, for example) |
| Government Digital and Data Profession Capability Framework |
Prototyping in code Prototyping a service or product involves exploring, testing and sharing different concepts before committing to the final design. |
Awareness Prototyping in code You can: demonstrate a basic knowledge of how the internet works use tools and change text edit existing code and reuse it |
| Government Digital and Data Profession Capability Framework |
Strategic thinking Strategy involves creating a plan to achieve a team or organisation's objectives. |
Awareness Strategic thinking You can: explain the strategic context of your work and why it is important support strategic planning in an administrative capacity |
| Government Digital and Data Profession Capability Framework |
User focus User focus involves understanding the user needs to develop a detailed understanding of the problems that need to be solved. |
Working User focus You can: identify and engage with users or stakeholders to collate user needs evidence understand and define research that fits user needs use quantitative and qualitative data about users to turn user focus into outcomes |
Qualification Components
| Title | Awarding Bodies |
|---|---|
| FEDIP Associate Practitioner | The Federation for Informatics Professionals |
The Professional Body Responsible for this job family is BCS. This job role profile was created in collaboration with BCS, using Role Model Plus.