sfia at qut (a case study) - service management...

D I V I S I O N O F T E C H N O L O G Y , I N F O R M A T I O N A N D L E A R N I N G S U P P O R T

SFIA at QUT (a case study)

itSMF ConferenceAugust 2016

Carmel Brown, SFIA Project Manager

CRICOS No. 00213J

Why implement SFIA

• Workforce Planning became suddenly became a major focus in

our Division

• We needed a framework to help meet the challenges of Digital

transformation and disruption

• Needed to better understand what skills we had within our

workforce

• What staff development would be needed for the future

• An ability to develop appropriate career paths for staff

• A need to updates PDs

We needed to future proofing our workforce

• Creating sustainable value by embedding SFIA into organisation

• Aligning SFIA with core process to reduce operational risk

• Combining roles to create positions based of operating model

needs

• Using SFIA for Communities of Practice to support 70/20/10 training

• Exposing SFIA PD’s to improve recruitment

• Creating Career Paths using SFIA stepping stones

• Building Job Families (Specialisation) & have SFIA LoR support

SFIA

Translation of our IT PDs to SFIA & RWC Frameworks

Personal SFIA Skills Assessment

Workforce Analysis

AgeGender

OccupationTenure

TurnoverBenchmarks

Trends

Future Forecasting

QUT Blueprint 4

Political

Environmental

Technology

Education

ITS Workforce Plan

By Undertaking:

We Get:

An understanding of:• what skills we have that match our current

and ongoing core needs,• what gaps exist, and• what skills we don’t know we have

How we are trending in terms of:• Potential skills gaps • What we will look like• Talent bench strength

Our needs into the future:• Ongoing and core skills• New & Emerging skills• Potential constraints• Potential opportunities

Which allows us to:

Build a development program:• that closes our priority skills gaps• Builds talent bench strength• Improves our recruitment outcomes

• Create challenging and rewarding career paths

• Undertake succession planning• Deliver right skills at the right time

and place

Build a culture that embraces:• Flexibility and change• Knowledge sharing• Being an agile workforce• QUT’s Real World Capabilities

CONTEXT – workforce planning overview

SFIA stats

UK40%

AUS/NZ22%

ROTW21%

Europe (exc UK)10% US

7%

User / Organisation Breakdown

UK AUS/NZ ROTW Europe (exc UK) US

SFIA stats

0

5000

10000

15000

20000

25000

30000

35000

2013 2015

Rest of World 20165 34361

Australia 4674 7990

New Zealand 284 422

Growth by %Aus 58%NZ 59 %ROW 59 %

SFIA Implementation approach

• Pilot of a 50 + staff in IT roles from 2-3 teams

• Full implementation across all other IT identified roles within the

division

• Embed SFIA into recruitment process and ongoing career

development for the workforce

Phase one - pilot objectives

• Assess and test efficiency of SFIA implementation activities

• Assess and test efficiency of a talent management solution to

deliver

– data analytics,

– career path modelling

– planning of staff development

– standardisation of PDs

• To ensure that we carried out activities within QUT HR policy

Our project deliverables

A revised set of position descriptions that apply SFIA consistently and

objectively and maintain current HEW levels and classification relativities

A leadership cohort with the skills and capability to both review and

develop position descriptions using SFIA; and the competencies and

ability to validate employees’ skills against SFIA

Tools and applications to enable Data Analysis, Skills

Relevance, Career Planning ,Targeted Development

Risks and benefits identified

From the list of risks identified

– Communication process around preparing for self assessment

survey

From the list of benefits identified

– SFIA is a key component for achieving improved workforce

planning

– SFIA will provide both employees and supervisors with an

ability to have meaningful and objective conversations about

work and career expectations through the PPR process.

50 plus staff in IT roles in ITS, LETS,

invited to participate in the

SFIA implementation

process

Participants invited to complete an

online self-assessment of their

SFIA skills

Each participant had their SFIA skills

validated by an accredited SFIA

Assessor

Data captured through the pilot phase verified the processes for next

phase

Pilot 1 – Self Assessments and Validation

This activity results in having an understanding of the key project activities required for next phase.Feedback from staff provided a change in approach. Pilot assisted in getting senior staff commitment

Kick off…..

Draft Role Profiles vs Skills Assessment

• Analysis of each person’s validation skills against the skills suggested by the role reveals overall poor initialalignment.

• This is not uncommon for the first round of analysis, particularly where the existing role profiles have not been written using SFIA.

• However it does provide useful data for reviewing the SFIA Role Descriptions and/or original profile.

– E.g. a role profile suggests a particular skill that few have, but this does not cause long-term operational issues, suggesting the skill may not be necessary in the profile.

LoRs Met LoR Skills Met Overall

88% 75% 44% 67%

Anne Example 4 3 4 3 3 HSIN 4 USUP 4 NTAS 3 SYSP 3 PBMG 3 CSMG 3 PROG 3 DTAN 3 SCAD 2

Technology Support Officer 4 4 4 4 4 ASUP 4 USUP 4 NTAS 4 PRMG 4

100% 75% 100% 75% 75% 0% 100% 75% 0%

Position Title Match Skills Met

Role 1 - AP - HEW 5 69%

Role 2 - AP - HEW 6 75%

Role 3 - AP - HEW 7 78%

Role 4 - TL - HEW 9 58%

Role 5 - MGR - HEW 10 30%

Role 6 - SS - HEW 6 80%

Role 7 - SS - HEW 7 44%

Role 8 - SS - HEW 8 25%

Role 9 - MGR - HEW 8

Role 10 - MGR - HEW 9 18%

Role 11 - SS - HEW 6 80%

Role 12 - SS - HEW 7 63%

Rol 13 - SS - HEW 8

Role 14 - TL - HEW 7 30%

Role 15 - TSO - HEW 4

Role 16 - TSO - HEW 5 56%

Role 17 - TSO - HEW 6 34%

Summary of pilot data

Example

Role Profiles

• Alignment between role level and SFIA measures can be clearly seen, but with some standout exceptions and outliers.

• Suggests expectations vary between roles at same level and/or current profile may not clearly identify the skills and responsibilities expected.

R² = 0.8811

R² = 0.7747

R² = 0.8142

0

1

2

3

4

5

6

7

0

5

10

15

20

25

30

35

40

45

50

3 4 5 6 7 8 9 10 11

LoR

LoR

po

ints

/ Sk

illp

oin

ts

Role Level

Role level vs LoR / LoRpoints / Skillpoints

LORpoints SkillPoints LoR

Summary of pilot data

Pilot project findings• Position Descriptions:

– the process identified opportunities to improve the overall consistency and

validity of our suite of position descriptions.

For linked positions, a progression of skill levels could be identified for certain

primary skills. However often the description of a higher HEW level merely

described more experience as a requirement, not a higher level of skill.

For many roles selecting appropriate LoRs or skill level was not a clear-cut

case.

• Transfer of Learning:

– Many benefits will come from training and maintaining a group of accredited

SFIA Assessors.

Pilot project findings

• Tools & Software:• Data analysis:

• The pilot demonstrates clearly that SFIA would provide TILS with data that will guide our workforce planning activities.

• Skills Relevance:• SFIA is an industry-owned resource and is kept up-to-date by regular revisions.

• Career Planning:• Employees and their managers will have the ability to compare their individual skills or team skills

with other similar or like roles and to make decisions about their future career moves and also provide them with the ability to manage their careers in TILS.

• Targeted Development:• A clear strength of SFIA highlighted through the pilot process is its ability to be used to develop a

targeted development program

Return on Investment…..

Using the findings from the pilot we knew that:• There is potentially a poor alignment between skills identified SFIA-mapped roles and

participants’ validated skills (avg. 53% alignment)

• Expectations may vary between roles at same level and/or current profile may not

clearly identify the skills and responsibilities expected

• For linked positions, the description of a higher level merely described more

experience as a requirement, not a higher level of skill.

• People management skills not well represented in the role descriptions.

Story so far

• Self Assessments

• Validations

• Report

• Full implementation

Had to look at alternative ways to continue implementation that

meant …..

• Delivering information sessions in house

• Re-scoping of planned assessor training

• No qualified QUT assessors used Consultants to do Validations

A change in plan….

Stage 1 – Self Assessments and Validation

This activity results in TILS having an understanding of the skills possessed by the IT workforce (both related to their current roles and additional skills not previously identified)

212 staff in IT roles in ITS, LETS, Library and

eLS invited to participate in the SFIA

implementation process

Participants invited to complete an online self-assessment of

their SFIA skills

Each participant has their SFIA skills validated by an accredited SFIA

Assessor

Aggregated skills analysed using

benchmark data from organisations in the Aust./NZ region and

broad strengths & gaps identified

Phase two – full implementation

© Copyright 2015 BSM impact Limited. All rights reserved.

Draft Organisation Skills Report

Self-Assessed vs Validated Skills Highlights

• Noticeable difference between

self-assessed vs validated skills

in Strategy and Architecture

and Delivery and Operation,

Change and Transformation,

Skills and Quality

• More skills in Relationships and

Engagement identified through

validation than self-assessment



Observation Highlights

• Strengths in a wide range of areas at a operational level.• Approx. 55%-60% of staff are at Autonomy level 4, and most of those are operating at

Complexity level 4. Very few staff below level 4. Influence levels at this level are lower.

• Suggests a strong operational team who know what needs to get done.

• Top end skills were harder to find• Few people at level 6 or level 7. Few skills identified at level 6+, with the exception of the

Stakeholder Management sub-category, and Performance Management.

• Suggests the burden of strtegic leadership in some areas may fall to small number

of people.



Observation Highlights

Areas to review:

• Strategic Design and Service Design skills notable for low numbers, and low levels.• If these skills are not found elsewhere: may impact on ability to design and deliver major changes to the IT

organisation?

• Testing and Quality skills• If these skills are not found elsewhere: may impact on ability to ensure the quality of new systems?

• Information and Data Management skills• If these skills are not found elsewhere, may impact on ability leverage data and information for decision making?

• Information Security skills


Strengths at operational levels

– CNSL Consultancy

– TECH Technical Specialism

– METL Methods and Tools

– EMRG Emerging Technology Monitoring

– ITMG IT Management

Concerns (low levels / low numbers)

– DATM, IRMG Data Management +

Information Management

– ITSP IT Strategy and Planning

– STPL Enterprise and Business

Architecture

– ARCH Solution Architecture

– INAS, SCTY, BURM Information

Assurance, Information Security,

Business Risk Management


Strategy & Architecture Highlights



– PRMG Project Management

– CIPM Change Implementation

Planning and Management

– BENM Benefits Management

– BUAN Business Analysis

– REQM Requirements

Definition and Management


– BPTS Business Process

Testing

– PROF Portfolio, Programme

and Project Support


Change and Transformation Highlights



– DESN Systems Design

– DBDS Database Design

– PROG Programming /

Software Development

– SINT Systems Integration

– REQM Requirements

Definition and Management


– TEST Testing

– UNAN, HCEV , ESEV User

Experience


Development and Implementation



Delivery and Operation HighlightsStrengths at operational levels

– SYSP System Software

– ASUP Application

Support

– Most ITIL Process Skills

Concerns (low levels / low

numbers)

– SLMO Service Level

Management

– AVMT Availability

Management

– ASMG Asset

Management



Skills and Quality HighlightsStrengths at operational levels

– PEMT Performance Management

– RESC Resourcing

– PDSV Professional Development

– TMCR Learning Design and Development

– ETDL Learning Delivery


– QUMG Quality Management

– QUAS Quality Assurance

– CORE Conformance Review

– ETMG Learning and Development Management

– LEDA Learning Assessment and Evaluation



Relationships and Engagement HighlightsStrengths at operational +

strategic levels

– SORC Sourcing

– ITCM IT Contract

Management

– RLMT Relationship

Management

– CSMG Customer

Service Support

Concerns (low levels / low

numbers)

– PROD Product

Management

– MKTG Digital

Marketing

Current PDs are translated to reflect SFIA descriptions

Translated PDs analysed to

identify current *roles as

defined by SFIA

Identified roles are then

compared with the validated skills to assess

current ‘fit’

Stakeholders & current

incumbents analyse roles to create updated

PDs

Validation data & the updated PDs uploaded

into SEERA where career pathways are

created

TILS staff are then able to access their personal skills data & identify career options. Team Leaders & Managers can identify skills gaps and take action to ensure their teams have the skills they require into the future

Stage 2 – Position Description Analysis and Role Mapping

Skills mapping against current PDs

Digital Roadmap analysed to

identify skills required to deliver on outcomes

Identified skills translated into logical ‘building blocks’ based on established PDs

Development strategies

incorporating ‘building blocks’

created to ensure skills are

available as needed

Redundant skills are monitored and migration

strategies devised to

ensure best use of human capital

New skills / *roles mapped to

the position description suite to maintain and refresh career

pathways accordingly

Through ongoing monitoring of emerging skills, and keeping our suite of PDs relevant, TILS is able to offer compelling employment opportunities and maintain a reputation as an IT employer of choice

Stage 3 – Skills Relevance

Lessons learnt…

• Workforce planning is a slow process

• Appetite for change needs to be present

• A real purpose for doing this type of activity

• Making sure SFIA is the right framework

• Patience and commitment to the outcome is ongoing

• Success is hard to define in early stages

• Embedding SFIA is a journey whilst implementation can be short

sfia at qut (a case study) - service management...

Documents