A games developer is responsible for the design, creation and production of either video or computer games. The games developer works with a team of staff including, animators, software developers, and sales consultants. Some games developers will specialise in a certain type of game, such as role-playing games, whereas others will have a more generic focus.
A games developer is responsible for the detailed design documentation that is used to outline the concepts that the game will follow. The games developer will manage the development of the program code, game testing, digital graphics, animation and sound.
Within the SFIA profile, the games developer has level 4 and 5 capabilities, i.e. enables, ensures and advises on the skills outlined below.
Refer to the framework for descriptions of the seven levels of responsibility and accountability.
|SFIA skill||SFIA skill code||SFIA skill level of responsibility||SFIA skills level descriptor|
|Systems development management||DLMG||5||Defines systems development projects which support the organisation's objectives and plans. Selects, adopts and adapts appropriate systems development methods, tools and techniques selecting appropriately from predictive (plan-driven) approaches or adaptive (iterative/agile) approaches. Ensures that senior management is both aware of and able to provide the required resources. Facilitates availability and optimum utilisation of resources. Monitors and reports on the progress of development projects, ensuring that projects are carried out in accordance with agreed architectures, standards, methods and procedures (including secure software development). Develops road maps to communicate future development activity.|
|Programming / software development||PROG||4||Designs, codes, verifies, tests, documents, amends and refactors complex programs/scripts and integration software services. Contributes to selection of the software development approach for projects, selecting appropriately from predictive (plan-driven) approaches or adaptive (iterative/agile) approaches. Applies agreed standards and tools, to achieve well-engineered outcomes. Participates in reviews of own work and leads reviews of colleagues' work.|
|Testing||TEST||4||Accepts responsibility for creation of test cases using own in-depth technical analysis of both functional and non-functional specifications (such as reliability, efficiency, usability, maintainability and portability). Creates traceability records, from test cases back to requirements. Produces test scripts, materials and regression test packs to test new and amended software or services. Specifies requirements for environment, data, resources and tools. Interprets, executes and documents complex test scripts using agreed methods and standards. Records and analyses actions and results and maintains a defect register. Reviews test results and modifies tests if necessary. Provides reports on progress, anomalies, risks and issues associated with the overall project. Reports on system quality and collects metrics on test cases. Provides specialist advice to support others.|
|Specialist advice||TECH||5||Actively maintains recognised expert level knowledge in one or more identifiable specialisms. Provides definitive and expert advice in their specialist area(s). Oversees the provision of specialist advice by others, consolidates expertise from multiple sources, including third party experts, to provide coherent advice to further organisational objectives. Supports and promotes the development and sharing of specialist knowledge within the organisation.|
|Animation development||ADEV||5||Develops conceptual structures into design blueprints, typically using tools such as interaction diagrams and wireframes, to create high-level structures and runtime architectures for websites. Manages iterations of level design and storytelling, documenting overall flow and architecture of a game or similar system.|
Leadership competencies for Queensland describes what highly effective, everyday leadership looks like in the sector. In simple, action-oriented language, it provides a common understanding of the foundations for success across all roles. The profile describes three performance dimensions (vision, results and accountability) and 11 leadership competencies required against five leadership streams.
Leadership streams are not connected to a level or classification, but rather reflect the balance between leadership and technical skills required of an individual. Individuals can consider the value proposition of roles rather than the traditional lens of hierarchical structures or classification levels. The five leadership streams are:
- Individual contributor (Leads self and does not supervise others)
- Team leader (leads a team and typically reports to a program leader)
- Program leader (leads team leaders and/or multiple areas of work)
- Executive (leads program leaders or other executives)
- Chief executive (leads the organisation).
When developing a role description, identify the role type and then focus on the most important attributes and create a balance between SFIA skills and leadership skills.
A degree level qualification in information technology or computer science are highly regarded in this field. Some universities offer specific courses in games and interactive entertainment.
Learning and development
There is a significant amount of on-the-job training in the field of games development.