A multimedia designer has knowledge and skills across a wide variety of areas in relation to the development of multimedia products. Multimedia refers to information that is presented using a variety of techniques such as sound, vision and animation. Very often multimedia presentations are also interactive, meaning that the user can interact or manipulate the information to some extent. A multimedia designer focuses predominantly on the development and implementation of design specifications for the multimedia product.
A multimedia designer works closely with clients to ensure that they have a full understanding of what the client wants in the end product. Multimedia designers advise clients of what is technically possible and will make recommendations for changes to the product. They will also need to collaborate with other ICT staff to ensure all members of the team are working towards the same end result.
Within the SFIA profile, the multimedia designer 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 code
SFIA skill level of responsibility
SFIA skills level descriptor
|Takes responsibility for understanding client requirements, collecting data, delivering analysis and problem resolution. Identifies, evaluates and recommends options, implementing if required. Collaborates with, and facilitates stakeholder groups, as part of formal or informal consultancy agreements. Seeks to fully address client needs, enhancing the capabilities and effectiveness of client personnel, by ensuring that proposed solutions are properly understood and appropriately exploited.|
Emerging technology monitoring
|Monitors the external environment to gather intelligence on emerging technologies. Assesses and documents the impacts, threats and opportunities to the organisation. Creates reports and technology roadmaps and shares knowledge and insights with others.|
Information content authoring
|Controls, monitors and evaluates content to ensure quality, consistency and accessibility of messages. Designs the content and appearance of complex information deliverables (for example, collections of artefacts, which maybe spread across multiple mediums) in collaboration with clients and/or representatives of the intended audience(s). Moderates content (in both draft and published forms) and ensures content can be re-purposed appropriately. Creates and evaluates complex, well-engineered deliverables, ensuring alignment with the agreed requirements, making optimal use of the chosen medium(s). Reviews work of other content designers and authors for consistency and accuracy and takes responsibility for ensuring appropriate publication. Understands the implications of publishing content and manages the associated risks.|
|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.|
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.
Entry to a career in multimedia is generally after completion of a course at either TAFE or university. A strong understanding of and experience in industry standard computer design packages such as the Adobe Creative Suite is essential. Traineeships in multimedia studies are available and provide participants with a broad general understanding of working in multimedia.
A multimedia designer will need to have very high-level communication and negotiation skills, an eye for detail and the ability to work in a team environment.