Multimedia developer

Description

A multimedia developer has knowledge and skills across a wide variety of areas in relation to the design and 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 developer designs, creates, manipulates and tailors graphics, images, sound, animation, video and text to create integrated multimedia programs. A multimedia developer is able to combine design skills with technical knowledge to digital products and website.

The multimedia developer is required to be able to design the overall picture of the game or website, create and manipulate the graphics, add sound and then edit the sound and graphics so the end product makes sense. Editing is a major skill of a multimedia developer as the editing ensures that the end product is marketable.

A multimedia developer works closely with clients to ensure that they have a full understanding of what the client wants in the end product. Multimedia developers 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.

A multimedia developer exhibits a combination of capabilities from the Skills Framework for the Information Age (SFIA)[1] and the Queensland Public Service Leadership competencies for Queensland Framework[2].

SFIA profile

Within the SFIA profile, the multimedia 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

Information content authoring

INCA

5

Provides overall editorial control across the team or teams of content designers and authors, to ensure appropriate content, tone, brevity, consistency and re-use. Advises on appropriate content formats and mediums and oversees the review and approval of materials to enable requirements to be satisfied. Develops and maintains content plans showing how the identified audience needs will be met.

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.

Consultancy

CNSL

5

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

EMRG

5

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.

Animation development

ADEV

4

Uses design tools (such as wireframes) to evolve rapid prototypes of web pages and assess the viability of design concepts. Using complex visual design tools, employs organic modelling techniques, such as boned rigs to create and animate virtual characters within the context of a game (or similar system) design. Builds visual and audio components and integrates them into the system structure, typically using a games engine.

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.

Leadership skills

Queensland Government roles align with the Leadership competencies for Queensland.

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 points

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 developer will need to have very high-level communication and negotiation skills, an eye for detail and the ability to work in a team environment.


[1] The Skills Framework for the Information Age (SFIA) provides a common language that integrates with an organisation’s way of working, to improve capability and resource planning, resource deployment and performance management. This role profile quotes extensively from the SFIA, under licence from the SFIA Foundation. Information about the SFIA can be found at http://www.sfia-online.org/en

[2] The Leadership competencies for Queensland framework plays a key role in translating the government’s ‘talent management requirements’ into clear behavioural terms. The competencies can be utilised in talent management strategies, including workforce planning, talent acquisition, leadership development, capability development, performance management, career management and succession planning. The competences can be accessed here Leadership competencies for Queensland


Last Reviewed: 22 July 2019