Skill set visualisation for software engineering job positions at varying levels of autonomy and responsibility
Brian R. von Konsky, David B. Hay, Bob Hart, Ashley M. Aitken, Sonya Rosbotham · 2008
The goal of this pilot study was to evaluate the Skills Framework for the Information Age (SFIA) as a means for describing software engineering position descriptions, and managing the professional development of software engineers at various stages in their career progression. This study used SFIA to describe skill sets required by professional software engineers at several experience levels, in an organization that develops software-based systems in defence, security and civil markets. SFIA was also used to identify the skill set developed in graduates of an Australian Bachelor of Engineering (Software Engineering) program. Spider diagrams were used to compare the level of autonomy and responsibility associated with skills in each set. It was sometimes necessary to augment SFIA technical skills with the specific knowledge of products or tools required by a particular job or project. Development skills were seen to be more dominant in junior software engineering positions. Not surprisingly, strategy, planning and business change skills were more prevalent in senior positions, along with increased levels of autonomy and responsibility. Although this evaluation focused on technical ICT skills, SFIA includes professional skills, sometimes called soft skills, in the SFIA generic levels. Overall, visualising SFIA skill sets using spider diagrams was seen to provide a rapid means of comparing the skill sets of software engineering professionals. It is indicated that the approach will provide a common nomenclature for describing position descriptions across the software development industry, and to assist in managing the professional development of software engineering professionals.