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SFIA Role Guidance: Academy Software Engineer

SFIA Level 1: Follow

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Summary of role

Attending Made Tech Academy to learn about software engineering in the public sector.

Required competency for role

Autonomy

Works with other engineers above their level to be effective, seeking help rather than staying blocked and takes responsibility for requesting and addressing feedback on independent contributions.

Influence

Shares opinions on approach with team and plays an active part in workshops and group activities.

Complexity

Combines existing knowledge, additional research and direction from colleagues to complete tasks.

Knowledge

Demonstrates ability to self-learn new knowledge, skills and behaviours.

Business Skills

Has sufficient communication skills for effective dialogue with others.

Examples of behaviours and responsibilities

Below are examples of behaviours and responsibilities a person in this role might be expected to demonstrate. The list is provided for illustrative purposes only.

  • Learning the basics of how technology can be delivered with a Made Tech spin
  • Needs to pair with other Engineers above their level to be effective, but is likely to be mentor-mentee relationship
  • Seeks feedback and guidance on contributions
  • For contributions delivered independently; there is typically a lot of constructive feedback and guidance illuminates new knowledge and skills
  • Influencing others around them by sharing opinions on approach
  • Able to talk through thought process in pairing situations
  • Involved in mob sessions
  • Involved and engaged in retrospectives
  • More often than not needs to seek advice to raise issues or provide feedback to others
  • Applies what they have been taught in Academy by following rules, often without full consideration of the tradeoffs made
  • Needs to seeks advice to understand what is possible, and needs assistance to adapt to delivery team specific needs
  • Is able to reason and strategise about tiny slices of a whole problem, and require assistance to consider wider impact of work
  • Is learning new knowledge, skills and behaviours
  • Needs regular advice and guidance
  • Is constantly re-defining internalised opinions based on new experiences and information
  • Can apply known concepts in new programming languages