Understanding professional behaviours at work

How you work matters

Professional work is not only about technical knowledge or completing tasks. It is also about how you work with other people, handle uncertainty, respond to feedback and take responsibility for your contribution.

SFIA helps describe these expectations. It shows how responsibility grows and how behaviours such as communication, collaboration, planning, problem-solving and learning develop over time.

In SFIA, these are described through generic attributes and behavioural factors. You do not need to remember those terms straight away. The important point is that employers often care about how you work, not only what you know.

For students and early-career workers, these behaviours are often a useful place to start. You may already have examples from study, projects, volunteering, part-time work, student societies, placements or personal projects.

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A note on the language we use in SFIA

SFIA is used by employers, educators, and professional bodies all over the world. Because of this, it uses a few specific terms that might feel unfamiliar at first:

• Professional skills describe what you do (the technical tasks or job roles).
• Behavioural factors describe how you do it (how you work effectively with others).
• Generic attributes describe your level of responsibility, independence, and the complexity of your work.
• Levels describe how that responsibility grows over time.

You don’t need to memorize these words or use them in a job interview. They are just tools to help you look at your experience clearly.

In this page, 'behaviours' means the actions that make you effective — not personality, not compliance

"Behaviours" vs. "Soft Skills" vs. "Employability"

At university, you might hear these ideas called employability skills. In casual conversation, people often call them "soft skills."

Which ever terms are used - SFIA gives you a more specific way to look at it

Employers tend to avoid the phrase "soft skills" because it makes things like teamwork, problem-solving, and communication sound easy or optional. They aren't. They are often harder to master than technical skills, and they are what make you effective in a job.

When SFIA talks about "professional behaviours" it doesn't mean being "well-behaved" like a child in a classroom. It isn't about sitting quietly and doing what you're told. In the workplace, good professional behaviour actually means being proactive. Things like:

• speaking up when you spot a mistake
• asking for help before a problem gets worse
• checking your assumptions with a teammate.

Think of behaviours not as a personality test, but as the actions that make you a reliable, trusted colleague.

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How SFIA describes professional behaviours

SFIA gives names to behaviours that employers often look for but may not always explain clearly. These include working with others, communicating clearly, planning work, solving problems and learning from feedback.

For students and early-career workers, the most relevant professional behaviours (behavioural factors) often include:

SFIA professional behaviours	What it means
Collaboration	Working effectively with others, sharing resources and coordinating efforts to achieve shared objectives
Communication	Exchanging information, ideas and insights clearly to enable mutual understanding and cooperation
Planning	Taking a systematic approach to organising tasks, resources and timelines to meet defined goals
Problem-solving	Analysing challenges, applying logical methods and developing effective solutions
Learning and development	Continuously acquiring new knowledge and skills
Adaptability	Adjusting to change and persisting through challenges
Digital mindset	Using digital tools and technologies effectively
Security, privacy and ethics	Protecting sensitive information, respecting privacy and demonstrating ethical conduct

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Professional behaviour is not about pretending to know everything

One of the biggest differences between academic study and professional work is the role of other people.

Academic work often asks you to show what you can do as an individual. You study, complete assignments and sit exams so your own knowledge and ability can be assessed.

Professional work is usually different. Most work depends on shared outcomes. You are expected to work with colleagues, use feedback, check assumptions and contribute to the team’s result.

This means professional behaviour is not about pretending to know everything. It is often about recognising what you know, recognising what you do not yet know and taking sensible action.

At early-career levels, this may include:

• checking that you understand the task
• asking questions when something is unclear
• using guidance and feedback
• sharing progress before a problem becomes urgent
• raising mistakes, risks or blockers early
• recognising when something is outside your current experience
• contributing to the team’s outcome, not only your own task.

These behaviours are part of working responsibly.

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Understanding responsibility at early levels

SFIA uses levels to describe how responsibility grows. This includes how much guidance someone needs, how widely their work affects others and how complex the work is.

SFIA calls these areas autonomy, influence and complexity.

Level 1: Follow

At Level 1, SFIA describes someone performing routine tasks under close supervision. They follow instructions, need guidance to complete their work and learn basic skills and knowledge.

In student or early-career terms, this may involve:

• following clear instructions
• confirming the steps needed for an individual task
• asking questions to clarify instructions
• applying basic knowledge to routine tasks
• working mainly with the immediate team
• having work reviewed closely.

This is a normal starting point. It does not mean someone lacks ability or potential. It means they are learning how work is done in a particular context.

Level 2: Assist

At Level 2, SFIA describes someone assisting others, working under routine supervision and using some discretion to address routine problems. They actively learn through training and experience.

In student or early-career terms, this may involve:

• completing routine tasks with some independence
• planning own work within short timeframes (like the next few days)
• contributing to team discussions
• resolving routine issues
• deciding when to seek guidance
• recognising personal knowledge and skills gaps
• understanding the need to collaborate with the team.

This is often where students begin to show more confidence, while still working with guidance and review.

Level 3: Apply

At Level 3, SFIA describes someone performing varied tasks, sometimes complex and non-routine, using standard methods and procedures. They work under general direction, exercise discretion and manage their own work within deadlines.

In student or early-career terms, this may involve:

• organising and tracking your own work
• handling some more complex or non-routine tasks
• planning your own work over longer timeframes (such as the next few weeks)
• applying standard methods
• collaborating on user or customer needs
• communicating with people inside and outside the immediate team
• knowing when an issue should be passed up to a manager or supervisor (escalated)
• taking the initiative to develop your own skills.

Level 3 is not simply about harder tasks. It reflects greater independence, wider contribution and more responsibility for how work is carried out.

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How behaviours develop from Level 1 to Level 3

The examples below use SFIA’s behavioural factors and generic attributes to show how expectations can develop at early career levels.

Responsibility and scope

SFIA area	Level 1	Level 2	Level 3
Autonomy	Follows instructions and works under close direction	Works under routine direction	Works under general direction to complete assigned tasks
Influence	Interacts mainly with the immediate team	Contributes to team discussions and decisions	Works with and influences team decisions
Complexity	Performs routine activities in a structured environment	Performs a range of work activities in varied environments	Performs a range of work, sometimes complex and non-routine
Knowledge	Applies basic knowledge to routine tasks	Applies knowledge of common workplace tasks and practices	Applies knowledge of role-specific practices within defined boundaries

Working with others

SFIA area	Level 1	Level 2	Level 3
Communication	Listens, asks questions and communicates with the immediate team	Communicates familiar information and asks relevant questions	Explains and presents information clearly to teams and stakeholders
Collaboration	Understands how their work supports others	Understands the need to collaborate and consider user or customer needs	Collaborates on the analysis of user or customer needs

Managing work and learning

SFIA area	Level 1	Level 2	Level 3
Planning	Confirms the steps needed for individual tasks	Plans own work within short time horizons	Organises and keeps track of own work to meet agreed timescales
Problem-solving	Seeks assistance with unexpected problems	Investigates and resolves routine issues	Applies a methodical approach to routine and moderately complex issues
Learning and development	Applies newly acquired knowledge	Recognises personal knowledge and skills gaps	Takes the initiative in identifying development opportunities
Decision-making	Seeks guidance in unexpected situations	Decides when to seek guidance	Determines when issues should be escalated
Adaptability	Accepts change and is open to new ways of working	Adjusts to different team dynamics and work requirements	Responds to change and adopts new methods or technologies

Working responsibly

SFIA area	Level 1	Level 2	Level 3
Digital mindset	Learns and uses applications, processes and tools for the role	Uses appropriate methods, tools, applications and processes	Explores and applies relevant digital tools and skills
Security, privacy and ethics	Develops an understanding of role and organisational expectations	Understands role and organisational rules	Applies appropriate professionalism and working practices

 This table is not a scoring tool. It is a way to understand how professional expectations change as responsibility grows.

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Asking for help is part of professional work

Students sometimes feel that asking for help makes them look less capable. In most workplaces, the opposite is true.

Managers and colleagues usually prefer you to ask early rather than spend too long working in the wrong direction. Asking for help can show that you understand the importance of the task and the possible impact of getting it wrong.

This connects directly to early SFIA expectations. At Level 1, someone is expected to seek guidance in unexpected situations. At Level 2, they decide when to seek guidance. At Level 3, they determine when issues should be escalated.

A useful question might sound like:

I have checked the guidance and tried two approaches. I think the second approach is better, but I am not sure how it affects the reporting deadline. Could I check this with you before I continue?

This shows that you have made an effort, thought about the issue and raised it before it becomes a bigger problem.

Raising mistakes early

Mistakes happen in study and in work. What matters is how you respond.

A common early-career reaction is to try to fix a mistake before anyone notices, or to hope the problem will disappear. This is understandable, especially when you are under pressure or trying to prove yourself.

In professional work, it is usually better to raise mistakes, risks or blockers early. This gives the team more options. It also reduces the chance of a small issue becoming a larger problem for colleagues, customers, users or the organisation.

This behaviour is linked to several SFIA areas. It can show communication, decision-making, problem-solving, collaboration, adaptability and professionalism.

Raising a mistake early may sound like:

I have noticed an issue with the data I used in the first version of the report. I think it affects two of the charts. I have stopped making further changes and would like to check the best way to correct it.

This is stronger than waiting silently or hoping the issue is not noticed. It shows awareness, honesty and concern for the quality of the work.

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Working with others

In SFIA, collaboration is about working effectively with others, sharing resources and coordinating efforts to achieve shared objectives.

At early levels, this starts with understanding how your work supports others. It then develops into contributing to team discussions, considering user or customer needs and collaborating on the analysis of those needs.

Collaboration may include:

• understanding your own responsibilities
• recognising how your work affects others
• sharing useful information
• contributing to team discussions
• listening to different views
• considering user or customer needs
• adapting your work when team priorities change.

In student projects, collaboration may involve working with classmates. In employment, it may involve colleagues, managers, users, customers, suppliers or people in other teams.

Instead of saying:

I worked well in a team.

You might say:

I agreed tasks with other team members, shared progress each week and adapted my work when another part of the project changed.

This gives a clearer account of how you contributed to a shared outcome.

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Communicating clearly

In SFIA, communication is about exchanging information, ideas and insights clearly to enable mutual understanding and cooperation.

At early levels, communication includes listening, asking questions, clarifying instructions, sharing familiar information and explaining information clearly to teams and stakeholders.

Communication is not limited to formal presentations or written reports. It may include:

• asking clear questions
• explaining what you have done
• sharing progress
• reporting issues
• listening to feedback
• writing notes or documentation
• adapting your language for different audiences.

For example:

I summarised the test results in a short table, highlighted the main issues and explained which problems needed review before release.

This says more than:

I wrote up the test results.

It explains the purpose and value of the communication.

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Planning and managing your work

In SFIA, planning means taking a systematic approach to organising tasks, resources and timelines to meet defined goals.

At early levels, this progresses from confirming the steps for individual tasks, to planning your own work within short time horizons, to organising and tracking your own work to meet agreed timescales.

For students, this can build on familiar experience from assignments and projects. The difference is that workplace planning often affects other people’s work as well as your own.

Planning may include:

• checking what needs to be done
• organising your own tasks
• understanding deadlines
• estimating how long work may take
• identifying what needs to happen first
• keeping others informed of progress
• asking for guidance if priorities conflict.

For example:

I broke the task into smaller steps, agreed the first deadline with my supervisor and updated the team when one part took longer than expected.

This shows planning, communication and responsibility.

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Solving problems

In SFIA, problem-solving involves analysing challenges, applying logical methods and developing effective solutions.

At early levels, this progresses from seeking assistance with unexpected problems, to investigating and resolving routine issues, to applying a methodical approach to routine and moderately complex issues.

Problem-solving is not only about finding the answer on your own. It often involves understanding the problem, trying appropriate approaches, using evidence and knowing when to involve others.

Problem-solving may include:

• identifying what is not working
• checking relevant information
• trying standard approaches
• recording what you have tried
• asking for help when needed
• explaining the problem clearly
• learning from the outcome.

For example:

When the script failed, I checked the error message, reviewed the input file and tested a smaller sample. I then asked a colleague to review my approach before changing the full dataset.

This shows a more professional approach than simply saying:

I fixed an error.

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Learning from feedback

In SFIA, learning and development involves acquiring and applying new knowledge and skills.

At early levels, this progresses from applying newly acquired knowledge, to recognising personal knowledge and skills gaps, to taking the initiative in identifying development opportunities.

Employers do not expect students or early-career workers to know everything. They do expect them to learn.

Evidence of learning may include:

• applying new knowledge
• acting on feedback
• improving work after review
• learning a new tool or method
• asking better questions over time
• recognising gaps in your knowledge
• reflecting on what you would do differently.

For example:

After feedback on my first report, I changed the structure, added clearer headings and checked that each recommendation was supported by evidence.

This shows that feedback led to improvement.

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Using digital tools responsibly

In SFIA, digital mindset involves using digital tools and technologies to enhance performance and productivity.

At early levels, this starts with learning and using applications, processes and tools for the role. It then develops into using appropriate methods, tools, applications and processes, and exploring relevant digital tools and skills.

Many students use digital tools, online services, data sources and AI tools as part of study or work. Professional behaviour includes using these responsibly.

This may include:

• using appropriate tools for the task
• following course, workplace or organisational rules
• checking the reliability of sources
• reviewing outputs from AI or automated tools
• being clear about what tools you used
• understanding the limits of your own judgement.

For example:

I used an AI tool to generate possible ideas, but checked the content against course materials and rewrote the final version myself.

This shows use of a digital tool, but also judgement and responsibility.

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Respecting security, privacy and ethics

In SFIA, security, privacy and ethics includes protecting sensitive information, respecting privacy and demonstrating ethical conduct.

At early levels, this starts with understanding the rules and expectations of the role and organisation. It then develops into applying appropriate professionalism and working practices.

For students, this might involve:

• following rules for data use
• not sharing sensitive information inappropriately
• anonymising personal data where needed
• respecting privacy
• checking whether information can be used for a task
• raising concerns if something seems unsafe or inappropriate
• being honest about sources, tools and contributions.

For example:

I removed personal details from the dataset before using it in my analysis.

or:

I was unsure whether the data could be used in the way I had planned, so I checked with my supervisor before continuing.

These examples show that professional behaviour includes knowing when to pause and check.

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Adapting when things change

In SFIA, adaptability involves adjusting to change and persisting through challenges.

At early levels, this progresses from accepting change, to adjusting to different team dynamics and work requirements, to responding to change and adopting new methods or technologies.

Work does not always follow the original plan. Requirements change, information is incomplete, people are unavailable and technical problems appear.

Adaptability may include:

• staying calm when plans change
• checking what the change means
• adjusting priorities
• asking for clarification
• helping others understand the impact
• learning from unfamiliar situations.

For example:

When the brief changed, I checked which parts of my work were still useful, agreed the new priority with the group and revised my section before the next review.

This shows adaptability, communication and planning.

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How to describe professional behaviours

When describing your experience, try to move beyond broad claims.

Broad claim	More useful description
I am a good communicator	I explained the issue clearly to my team and summarised the agreed next steps
I work well in a team	I agreed tasks, shared progress and adapted my work when another team member was delayed
I solve problems	I investigated the cause, tested possible solutions and asked for guidance when I reached my limit
I am organised	I broke the work into smaller tasks, tracked deadlines and updated others when priorities changed
I learn quickly	I used feedback from my first attempt to improve the structure and quality of my final submission
I am responsible	I raised a mistake early and worked with others to correct it

This kind of description helps employers, tutors and placement supervisors understand what you actually did.

Reflect on one behaviour

Choose one behaviour you want to describe.

It might be:

• collaboration
• communication
• planning
• problem-solving
• adaptability
• learning from feedback
• decision-making
• digital mindset
• security, privacy and ethics
• raising issues early.

Then answer these questions.

• What happened?
• What did you personally do?
• Who else was involved?
• What guidance or feedback did you use?
• What was difficult or uncertain?
• How did you respond?
• What was the result?
• What did you learn?
• What would you do differently next time?
• Which SFIA behavioural factors or generic attributes does this relate to?

You can use this reflection to prepare for applications, interviews, placement reviews or development conversations.

Use behaviours to support your development

Professional behaviours develop through practice. You do not need to master them all at once.

A useful starting point is to choose one behaviour to practise more deliberately.

For example:

• ask earlier when a task is unclear
• share progress before the deadline
• record what you tried when solving a problem
• ask for feedback on one piece of work
• explain a technical idea in simpler language
• raise a blocker before it affects others
• reflect on one mistake and what you learnt from it
• check the rules before using data or digital tools.

Small habits like these can make professional work feel more manageable. They can also give you stronger examples to describe your development.

SFIA can help you notice these behaviours, describe them and plan what to improve next.