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| # SFIA Role Guidance: Designer | |
| * [SFIA Level 3](https://sfia-online.org/en/legacy-sfia/sfia-7/responsibilities/level-3) | |
| * [Job description](https://github.com/madetech/handbook/blob/main/roles/sfia%20(legacy)/designer.md) | |
| ## Summary of role | |
| Designers are experienced practitioners who collaborate with others to tackle challenges faced by people and society. They work within a team to design and deliver public services. They do this by influencing the direction, assuring the quality of design delivery within their team, and by leading the end-to-end design of a chosen service. They are active members of a healthy User-Centred Design (UCD) community and culture at Made Tech. | |
| ## Required competency for the role | |
| ### Autonomy | |
| * Works under general direction from Senior and Lead designers. | |
| * Uses discretion in identifying and responding to complex issues and assignments. | |
| * Receives specific direction, accepts guidance and has work reviewed at agreed milestones. | |
| * Determines when issues should be escalated to a higher level. | |
| #### Examples 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._ | |
| * Speaks to their line manager or another senior person when struggling in their team. | |
| * Spots likely usability issues on a public sector website their delivery team has been tasked to replace. | |
| * Produces designs for services using a predefined design system. | |
| * Gives Adhoc feedback about a user interface and what to improve. | |
| * Produces documents that clearly articulate how users can interact with a service. | |
| * Comfortable showing in-progress design work | |
| * Incorporates feedback from groups sessions about improving a specific way of working. | |
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| ### Influence | |
| * Interacts with and influences colleagues. | |
| * Has working-level contact with customers, suppliers and partners. | |
| * May supervise others or make decisions that impact the work assigned to individuals or phases of projects. | |
| * Understands and collaborates on the analysis of user/customer needs and represents this in their work. | |
| #### Examples 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._ | |
| * Contributes to delivery team sprint planning when asked. | |
| * Involves teammates to take part in design activities, such as crits. | |
| * Encourages teammates to suggest solution ideas. | |
| * Clearly articulates a design problem. | |
| * Helps others understand why accessibility is important. | |
| * Shares design thinking little and often within their team. | |
| * Advocates for other UCD roles, eg. is involved in encouraging teammates to take part in user research sessions. | |
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| ### Complexity | |
| * Performs a range of work, sometimes complex and non-routine, in a variety of environments. | |
| * Applies a methodical approach to issue definition and resolution. | |
| #### Examples 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._ | |
| * Can take a design through from initial research, ideas, prototyping, testing and analysing what iterations are needed. | |
| * Applies their design process to different organisations and problem spaces. | |
| * Can quickly see changes needed to designs when observing user research. | |
| * Can clearly communicate the user problems the team needs to solve. | |
| --- | |
| ### Knowledge | |
| * Has a sound generic, domain and specialist knowledge necessary to perform effectively in the organisation typically gained from recognised bodies of knowledge and organisational information. | |
| * Demonstrates effective application of knowledge. | |
| * Has an appreciation of the wider business context. | |
| * Takes action to develop own knowledge. | |
| #### Examples 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._ | |
| * Applies the GDS design system components to an existing software system. | |
| * Describes how to begin to make a service more accessible. | |
| * Aware of some research biases and how to try to avoid them. | |
| * Structures their own work for others to give feedback. | |
| * Awareness of the wider reasons a project is slower or not always concentrating on the user needs. | |
| * Proactively takes time off for learning new skills or strengthening existing ones. | |
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| ### Business Skills | |
| * Demonstrates effective communication skills. | |
| * Plans, schedules and monitors own work (and that of others where applicable) competently within limited deadlines and according to relevant legislation, standards and procedures. | |
| * Contributes fully to the work of teams. Appreciates how own role relates to other roles and to the business of the employer or client. | |
| Demonstrates an analytical and systematic approach to issue resolution. | |
| * Takes the initiative in identifying and negotiating appropriate personal development opportunities. | |
| * Understands how own role impacts security and demonstrates routine security practice and knowledge required for own work. | |
| _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._ | |
| * Clearly explains design decisions. | |
| * Has a basic understanding of how to build interactive HTML prototypes. | |
| * Pairs with software engineers to develop more advanced prototypes. | |
| * Communicates clearly who a service’s users are and the current team’s understanding of the problems their user faces. | |
| * Pairs with the product owner to create hypotheses the team wants to test. | |
| * Takes part in sprint planning and communicates who they need to work with to achieve team goals for that sprint. | |
| * Produces a prototype in time for testing. Can make iterations following analysis of testing. | |
| * Books time off for learning, be that reading around service design or attending a UX conference. | |
| * Ensures consent for research with users is fully informed and stored safely. |