A Career Plan For Classroom/Career Transition Developed Using SFIA 6

Introduction to SFIA version 6

Discuss about the Career Plan for Classroom/Career Transition developed using SFIA 6.

The SFIA, that is, Skills Framework for the Information Age which is amongst the framework developed to give a precise guide to the specialist or the passionately developing professionals and the shareholders in the field of Information and Communication Technology (ICT) (Costa & Santos, 2017). Skills of an applicant can be evaluated and matched by their employers for a job whose skills are required to fill a specific vacancy in a given business organization. Successful employees can make use of the Skills Framework for the Information Age (SFIA) to equip their knowledge for their dream jobs. The success and prosperity of an organization is achieved through SFIA being an independent labour pool. This essay has been written and brought together in accordance with the study and analysis of SFIA version 6 to give the necessary and the required skills in the field of Information Technology and the related careers (von Konsky, Miller & Jones, 2016).

The mission of Skills Framework for the Information Age is to encourage skills among the job seekers and the employees. In addition, it also acts as a core between the employees and the employers by ensuring that they know where to be specific in circumstances of knowledge and skills. SFIA is a tool that equips people with the whole story about skills required in different companies with their careers. SFIA makes the society to fix themselves in a situation of continuous learning on more about the Information Era where the only constant thing is change. People get transformed due to the vivid understanding of needs by the given career of choices (Johnston, & Marshall, 2016). Professional skills that people have is as a result of Skill Framework for Information Age.

The seven levels of SFIA version 6 has different professionals with diverse levels of abilities and authorities in an organization. Level 1 has basic skills to do tasks as closely supervised and should be organized. In level 2, more interactive than a level 1 and actively runs the individual growth. Level 3, undertakes many jobs such as organizing person and own tasks and takes initiative. In level 4, generally, perform the tasks in a collective directions and instructions working together with  customers and suppliers. At level 5 ensures and gives an advice that directly influences the organization. Level 6 initiates and take charge of the organization by setting its objectives. The highest level 7 is a point of setting strategies, mobilizing and inspiring the team. Has the top skills in leadership and management.

Mission of SFIA

Skills Framework for the Information Age did a fundamental duty on the creation of my career plan as a person who has majored in Information Management Systems of IT. Getting the required skills of working in Information Management System require elaborate knowledge of this kind of tool. My current level is SFIA level 2 but I am aiming at getting to level 5 into the main field of practice in business management system. This level depicts the prominent analysis so much so that jobseekers at this level are able to work under a broad direction. My current level of responsibility is 2 whereby I can possibly interact with my colleagues. I may also operate with the customers, partners and providers (El Banna, Farouk & Saleh, 2016).

I aspire to be an expert in Information Management System, however, currently I am in level 2 of SFIA skills; This is because I still take instructions from my seniors and still learning a couple of skills to be an expert. Here is my plan on how I will get to level 5.

Activities	SFIA	Milestone
Find counsellors and mentors with prominent skills on the field, and acquisition of information management system skills.	Level 3	Graduate for my degree certificate in information management system on 30th May 2018
Attend some seminar and work as a volunteer	Level 4	Plan to work as a volunteer myself in IT Company in July 2018
Working on a project and being able to investigate, define and solve problems  for experience purposes.	Level 5	I should have a job in this field by In Dec 2018.

Level 1: Follow the instructions given by the information management system manager to perform the tasks

Level 2: Take part carrying out of tasks such analyzing organization data

Level 3: Apply the knowledge into the activities carried out in the organization without assistance from other workmates

Level 4: Carry out of activities that take place in the organization

Level 5: Advise the team on what to do in the organization

Level 6: To give a guide through activities and ideas of others by making of decisions that regard the prosperity.

Level 7: Inspire, mobilize and set strategy in the organization.

Business organizations encounter by numerous embarrassments which in turn brings the differences amongst the individual and the normal morals (Onkila, 2015). In response ICventor Pty Ltd’s case, I write this essay to put to light those issues.

The ethical paradox in this context is seen in Mr Noway decision making after receiving reports from Mc Tester of the state the circuits. Through Mc Tester, we get to learn of an ethical dilemma where she has been warned by Mr Noway to shut up or she loses her job. Her paradox was for her either to choose to say the truth behind the faulty circuits and lose her job or to ignore it and save the public again the resulting dangers.

Levels of SFIA version 6

Mr Noway and Mc Tester have collectively decided to make their decisions. The unethical responses to their situations lead Mr Noway to pass the faulty circuits. Later, after the sales people die as a result of using phones that were manufactured by the faulty integrated circuits from ICventor Pty Ltd (Newton, 2017).

On clearly examining the ASC code of  professional conduct in relation to this case. The foremost code, that is, the primacy of the public interest which advocates that the  public interest above personal or organizational interests. Mc Tester violated this code by obeying Mr Noway order for the expense her job which was a personal interest (Ferrell & Fraedrich, 2015). Mr Noway on the other side did put the interest of the company.

Mr Noway broke the second code which states that any company should strive to improve the quality of lives by passing the faulty circuits to the market. The council also broke this by ignoring the mistake made by the company so as to continue receiving the most employment opportunities. This code stands that for every organization, it should struggle to improve the life of those who consume the products.

The ethnic code of ACS that advocates for honest have been subsequently violated by Mr Noway for failing to be honest with his knowledge and skills. He terrible fails to mentor his team for some advanced skills. In this connection, Mr Noway fails in the code of professional development where he is required to develop his professional skills and that of the rest of the staff (Albert, Reynolds & Turan, 2015).

Consequently, both stakeholders are seen as responsible for ignoring the professional code of ethics. In the beginning, Mc Tester considers her job worth than the lives of the consumers of the faulty integrated circuits they sold to the society. She is supposed to make decisions that should focus on the interests of the public rather than being self-centred and keeping her job. Elsewhere, Mr Noway presents his irresponsible management where he does not consider the lives of the public. He is concentrating on the profits to the company and job security than raising the livelihood of the society. This results in the intrusion of social trust by failing to explain the status of the faulty integrated circuits that was already known dangerous and harmful to the public (Northouse, 2018).

It is then a recommendation that all businesses running in the society should focus on improving the living standards of people. The role of the industries should produce equipment that aims at customer satisfaction and not profits. The complete integrity  of the business code of ethics is a  presumption of the big  arrangement that was made so as to ensure both business and the consumer’s benefits (Garner, 2017)

In conclusion, businesses running within a society should conduct its operations in a lasting code of ethics that is mutually important to the members of the public and organization. This is achieved by improving the standards of living that people aspire to produce safe and quality goods at economical prices. Appropriately, the death of the customers and property loss is because the company does not take into consideration the professional ethical issues of the business (Carroll & Buchholtz, 2014). The needs of the customers should come first in any decision that relates to an organization for it was a wrong decision for Mr Noway and Mc Tester to recommend the integrated circuits to the market when they were fully aware that they were faulty.

References

Albert, L. S., Reynolds, S. J., & Turan, B. (2015). Turning inward or focusing out? Navigating theories of interpersonal and ethical cognitions to understand ethical decision-making. Journal of business ethics, 130(2), 467-484.

Carroll, A., & Buchholtz, A. (2014). Business and Society: Ethics, sustainability, and stakeholder management. Nelson Education.

Costa, C., & Santos, M. Y. (2017). The data scientist profile and its representativeness in the European e-Competence framework and the skills framework for the information age. International Journal of Information Management, 37(6), 726-734.

El Banna, R., Farouk, H., & Saleh, H. (2016). Applying SFIA framework in ITI Mobile Application Development Track: Case Study. INTERNATIONAL JOURNAL OF EDUCATION AND INFORMATION TECHNOLOGIES, 10, 1-5.

Ferrell, O. C., & Fraedrich, J. (2015). Business ethics: Ethical decision making & cases. Nelson Education.

Garner, W. (2017, June). Teaching Assessment in an Online Environment: Ethical Conflicts, Concerns, and Solutions. In EdMedia: World Conference on Educational Media and Technology (pp. 783-789). Association for the Advancement of Computing in Education (AACE).

Johnston, M. W., & Marshall, G. W. (2016). Salesforce management: Leadership, innovation, technology. Routledge.

Newton, M. T. (2017). A Comparison of Ethical Theories.

Northouse, P. G. (2018). Leadership: Theory and practice. Sage publications.

Onkila, T. (2015). Pride or embarrassment? Employees’ emotions and corporate social responsibility. Corporate Social Responsibility and Environmental Management, 22(4), 222-236.

Vaughn, L. (2015). Doing ethics: Moral reasoning and contemporary issues. WW Norton & Company.

von Konsky, B. R., Miller, C., & Jones, A. (2016). The Skills Framework for the Information Age: Engaging Stakeholders in Curriculum Design. Journal of Information Systems Education, 27(1), 37.