The present environment in higher education in various IT companies have been an important perspective for the growth of IT professionals. ICT education has been imperatively applied in most of the institution all over the world. SFIA 6 framework is a collection of skillsets that helps in making a career path for the IT professions in the company. This report deals with the SFIA framework of the IT professionals in order to develop their career plan in companies. The use of the ICT packages have been dine in this report for enhancing the SFIA framework.
SFIA 6 Framework
SFIA framework helps in defining the generic attributes for encompassing business skills that extents growth of IT professionals in the company. There are seven levels of the SFIA framework including Follow, Assist, Apply, Enable, Ensure or Advise, Initiate or Influence and set strategy.
The consultancy skill can be defined in the higher end of responsibility ranging from level 5 to level 7. At level 7, a consultant operates with the significant autonomy in various consulting services. However, in designing the ICT procedure (Weerakkody et al., 2016). The study of the SFIA framework and its categories important. It helps in aligning the professional strategies in a proper manner the other competencies. SFIA helps in describing the skills required for the professional at their jobs and roes by involving the ICT. These categories helps in defining the skills and knowledge required by an IT professional in the companies. SFIA helps in improving people management processes and solve critical business problems that impact people. SFIA can support people management processes such as organization and role design, training and development, career development, workforce planning, resourcing, recruitment and performance management.SFIA has the potential for informing design of authentic forms in various assessments to prepare professional practice. ICT curriculum design for the SFIA framework have been maintained in order to provide a distinct skills and knowledge to the IT professionals. ICT career roles can be defined in order to maintain the facilities provided by the stakeholders of the company in the market. The use of different career paths for the IT professionals in an organization. In the context of ICT curriculum design, Bloom’s Taxonomy has been used to define cognitive levels for a variety of educational activities in information systems, computer science, and software engineering. These include a range of programming tasks (McKenzie, Coldwell-Neilson & Palmer, 2015) and software inspection and reading strategies. Bloom’s Taxonomy has also been used to identify cognition levels in ICT curriculum management (Oliver et al., 2004), and to identify advanced subjects that require high cognitive levels for accreditation purposes.
It can be concluded that the SFIA 6 framework have helped in enhancing skills set of IT professionals using the ICT. Various levels of the SFIA 6 framework have been discussed in the report that helps in understanding key features of SFIA framework.
- a) The ethical dilemma discussed in the case study have been detailed with Miss McTester in the ICvendor Pty Ltd. The company have been a failure in launching their mobile phones in the market. The testing if the circuit of the mobile phones have gone wrong in the testing unit that have caused flames in the phones. The stakeholders of the company have been responsible for this cause. The recruitment of Mr. Norway in the team have been a wrong step taken by the stakeholders of the company as he does not know about the testing of the circuits of mobiles. The integration of the circuits have gone wrong on which a huge number of mobile phones have been produced. Therefore, on launching in the market, the mobile phones started bursting in the hand of the user causing accidents (Burmeister et al., 2014). The ethical dilemma involved in the maintenance of the integrated circuit have been stated for maintaining the ethical decision making model.
- b) In this case study, the stakeholders mentioned are Miss. McTester and Mr. Norway. Miss McTestor have been the in charge of the testing department of the company. However, Mr. Norway does not believe in providing training to his subordinates in the team. Therefore, ethical skills and knowledge if the employees have been low in the context of the project. Therefore, the integrated circuits of the mobile phones have been made wrong. Training as motivation provided to the employees helps in encouraging them to increase their skills and knowledge in the tea. Therefore, due to lack of knowledge and skills all the mobile phones have been made in a wrong circuit (alZahir & Kombo, 2014). This have caused flames in many handsets of the users. Miss McTester found that the integrated circuits have been faulty and reported to Mr. Norway but he warned her to remain silent as the process was completed. Therefore, the ethical dilemma have been charged in Mr. Norway for his wrong decision.
- c) The ACS code of Professional Conduct can be applied in this case study.
The Primacy of the Public Interest:
In this code, the public interest takes over the personal, private and other sectional interest. IN this context, the company means to satisfy interest of customers in the market. However, the company have totally failed to maintain the interest of the public
Enhancement of Quality:
The ICT have helped in developing the quality of human beings. However, this company have not enhance the quality of life. The mobile phones have been creating accidents to the customers (Azevedo et al., 2017).
In this context, Mr. Norway have stopped the training and motivation of employees in the company. . The mobile phones have been made u of wrong circuits that have caused flames.
In this context, Mr. Norway have not involved in providing training to the employees that have created a faulty mobile circuits. These circuit have caused accidents in the market.
The ICT industry is relatively new and characterized by rapid change. It has not had the opportunity to evolve over many years and acquire its own standards and legislation.
- d) Miss McTester have been a responsible employee of the company and involved in the testing department of circuits. However, she identified the faults in the integrated circuit and reported to her head Mr. Norway. However, he asked her to remain close her mouth as the circuit was permitted. She remains silent and 50,000 mobile phones have been manufactured with faulty circuits. Norway does not believe in providing training and development to the employees. Therefore, all the empires in his team are unskilled and unproductive (alZahir & Kombo, 2014).
- e) The applied ethics need to be implemented in this context. This approach their deals with the refurnishing the ethical dilemma happened in his case. The use of this approach helps in maintaining the fault in the integrated circuit and retest the circuits in the lab. Therefore, this might help in minimizing the ethical dilemma in the company. Both the employee needs to be punish in this case, as they know that integrated circuits were faulty.
alZahir, S., & Kombo, L. (2014, May). Towards a global code of ethics for engineers. In Proceedings of the IEEE 2014 International Symposium on Ethics in Engineering, Science, and Technology (p. 40). IEEE Press.
Azevedo, J. B., Silva, G. S., Rocha, P. S., Pitchenin, L. C., Dutra, V., Nakazato, L., ... & Pescador, C. A. (2017). Presence of Ureaplasma diversum in the genital tracts of female dairy cattle in Mato Grosso State, Brazil. Tropical animal health and production, 49(2), 311-316.
Burmeister, O., Al-Saggaf, Y., Schwartz, M., & Johnson, L. (2014). Internet resources to help Australian ICT professionals identify and solve ethical challenges. ACIS.
McKenzie, S., Coldwell-Neilson, J., & Palmer, S. (2015, January). Developing career aspirations of Information Technology students at Deakin University. In HERDSA 2015: Proceedings of the 38th International Conference of Research and Development in Higher Education: Learning for Life and Work in a Complex World (pp. 331-343). HERDSA.
Weerakkody, V., Osmani, M., Waller, P., Hindi, N., & Al-Esmail, R. (2016). Situating continuing professional development in life long learning in Qatar. International Journal of Business and Management, 11(11), 81.