Explanatory notes for the ICT Capability Assessment Strategy
Learn how to assess ICT skills in NSW Government roles using the Capability Framework, SFIA skills and technical knowledge guidelines.
How does the ICT Capability Assessment Strategy work with other resources?
The strategy helps managers, HR staff and recruiters decide how to assess candidates when filling ICT roles.
It is optional but strongly recommended. It explains:
- what to assess
- examples from the Capability Framework and SFIA skills
- when technical knowledge or other requirements are essential.
The strategy also includes case studies to show how assessments work in practice.
You should use it alongside resources such as the ICT Career Pathway Framework and the Recruitment and Selection Guide.
What are SFIA skills?
The Skills Framework for the Information Age (SFIA) is an international framework used in over 100 countries. It gives a common way to describe ICT skills and levels of capability.
In NSW, the Office of the Public Service Commissioner has an accredited licence to use SFIA as the standard ICT capability set.
Key points about SFIA skills:
- they describe skills, not job titles or technologies
- they give enough detail to judge whether someone has a capability, and at what level
- they’re diagnostic (to identify skills) rather than prescriptive (they don’t dictate how work must be done).
Who should design and deliver assessments?
Agencies can:
- design and deliver their own assessments if they have staff with the right expertise, or
- share resources with other agencies.
If you use an external assessor, it must be pre-approved by the Talent Acquisition Scheme.
Do you need an accredited provider for SFIA skills?
No. There is no requirement to use an accredited SFIA assessor.
Agencies can assess SFIA skills themselves using methods such as interviews or work samples. If they do engage a vendor, they can choose freely but should:
- ask for evidence that assessments are valid and reliable
- check references from other clients.
When is technical knowledge essential?
Technical knowledge is essential when:
- the role requires it from day one
- it's time-consuming or difficult to learn on the job
- the organisation has no resources to train the new recruit.
Example:
| Technical knowledge requirement | Technical knowledge essential | Technical knowledge desirable |
|---|---|---|
| Example role | Application Developer (Grade 7/8) | Business Analyst – ICT (Grade 7/8) |
| Details |
|
|
How should you assess technical knowledge?
Technical knowledge should be assessed by subject matter experts or suitable vendors. Use clear, consistent processes for all candidates.
Common methods include:
- work sample tests (for example written tasks or case interviews)
- assessment centre activities (for example role plays, group tasks).
See the Recruitment and Selection Guide for detailed procedures.
When is role-specific experience essential, and when is it a ‘nice-to-have'?
Experience shows how a candidate has applied their skills in practice. It demonstrates how someone has used their capabilities and knowledge at a particular level of proficiency to achieve outcomes in real situations.
Through experience, candidates:
- build capabilities, SFIA skills and technical knowledge
- gain a broader understanding of organisational processes, expectations and influences
- learn what works by trying different approaches and observing the results of their own and others’ efforts.
The context in which someone gained their experience does not always need to match the role they are applying for. When assessing, consider the balance between:
- specific technical knowledge of products or processes, and
- transferable capabilities such as analysing, interpreting and applying technical information.
Roles where experience may be less important
In some roles, candidates can learn on the job or the role requires fewer or lower-level capabilities, SFIA skills or technical knowledge. These roles are often junior, such as Technical Support Assistants (Grade 3/4).
Roles where prior experience is essential
In other cases, prior role-specific experience is critical for effective performance. This is common in mid-level or highly technical roles that require subject-matter expertise. These candidates need:
- sufficient relevant experience across a range of situations
- proven ability to solve problems similar to those they will face in the role
- a broad understanding of how teams and organisations operate.
If the role has a leadership or management component, prior management experience may also be essential.
Example:
| Experience requirement | High requirement for relevant prior experience | Low requirement for relevant prior experience |
|---|---|---|
| Example role | Chief Information Officer (CIO) (Senior Executive Band 2) | Technical Support Assistant (Grade 3/4) |
| Details |
| Role may require some experience in ICT operations to validate that the candidate has the SFIA skills Service desk and incident management – Level 2 and IT Operations – Level 2 |
What principles apply to assessing experience?
When assessing experience:
- ask for real examples from recent roles (ideally within the last 5 years)
- note that experience may come from inside or outside ICT, depending on the capability
- combine experience with assessments of technical knowledge and SFIA skills.
Examples:
| Requirement | Information Architect (Gr 9/10) | Principal Project Manager (Gr 11/12) |
|---|---|---|
| Technical knowledge | Knowledge of how to develop information management standards and define data models may be required, as it would be difficult and time consuming to develop it in the role | Specific technical knowledge may not be required, but SFIA capabilities in project management may be transferable to this role |
| Experience | Specific prior experience in developing information management standards and defining data models may be required | General prior experience in managing other ICT projects of a similar size to those to be managed in the new role may be required – the projects could have a different technical focus |
How can you make assessments valid and consistent?
To ensure quality and fairness:
- use the same assessment method for all applicants to a role
- if buying assessments, choose from the Talent Acquisition Scheme (or verify off-panel vendors meet validity and reliability standards)
- use assessors who understand the role requirements and train them in assessment methods
- use the same assessors to maintain consistency.
See the Recruitment and Selection Guide for more on designing reliable assessments.