Roles and skills Digital health care job roles reference
Illustrative Reference profiles for a generic digital health care organization, not official job descriptions. About this reference.

Junior interaction designer

Band 5 · Interaction designer · 335 job evaluation points

UK GDaD PCF level: Junior interaction designer

Most often performed at Civil Service grade EO or HEO.

A junior interaction designer is a graduate with a degree in a relevant subject or an individual with some relevant work experience, or both.

At this role level, you will:

  • explain design decisions
  • work collaboratively
  • have a responsibility as part of a service
  • work independently after being given direction by more senior designers
  • independently identify user issues and important needs
Contains public sector information from the UK Government Digital and Data Profession Capability Framework (https://understand-digital-data-roles-skills.service.gov.uk/), licensed under the Open Government Licence v3.0. © Crown copyright.

Responsibilities

Skills

SkillExpected levelWhat this level means
Design communicationUK GDaD PCFWorking (2)

You can:

  • clearly explain problems and design ideas to others
  • clearly explain design decisions to others using appropriate tools and methods
Designing for everyoneUK GDaD PCFWorking (2)

You can:

  • design and deliver inclusive, accessible and environmentally sustainable content or services that meet the needs of all users, working with others
  • ensure your design work meets appropriate standards and guidance, for example accessibility regulations, with support
Designing strategicallyUK GDaD PCFAwareness (1)

You can:

  • explain the importance of aligning to the strategy of an organisation
  • describe how your design work aligns to the wider goals and vision of your team
  • explain the value of using patterns and components when designing content and services
Designing togetherUK GDaD PCFAwareness (1)

You can:

  • explain different techniques for bringing together perspectives from multiple people to inform a design
  • explain the importance of constructive feedback in the design process
Evidence-based designUK GDaD PCFWorking (2)

You can:

  • work with researchers and analysts to draw together, analyse and clearly explain commonly available evidence relevant to users or a service, for example, web analytics data
  • use evidence to inform, develop and test a design idea, with support
Iterative designUK GDaD PCFWorking (2)

You can:

  • apply iterative design principles and techniques and agile methodologies to your work
  • create material to test ideas and hypotheses at an appropriate fidelity, for example mockups or drafts
  • iterate and improve a design based on successive rounds of research
  • use and iterate design patterns and components
Leading designUK GDaD PCFAwareness (1)

You can:

  • explain the role of user-centred design in an organisation
  • describe typical leadership responsibilities in design
  • identify leaders in your organisation that designers need to work with
Understanding health and care servicesThis referenceAwareness (1)

You can:

  • describe the main parts of the health and care system and the services the organization supports
  • explain why patient safety and confidentiality matter in your work
Designing for clinical safety and human factorsThis referenceAwareness (1)

You can:

  • explain how design choices can cause or prevent errors in care, such as wrong-patient or wrong-dose mistakes
  • use the organization's patterns for safety-critical information, such as patient identity banners and allergy warnings
Equality, diversity, and inclusionThis referenceWorking (2)

You can:

  • recognize and challenge behavior that excludes others
  • consider different needs when you plan your work
Clinical risk managementThis referenceAwareness (1)

You can:

  • explain how health IT systems can harm patients, for example through wrong, missing, or delayed information
  • report a possible clinical safety issue through the right route

Typical qualifications and experience

Band 5 outline

Knowledge
Professional or technical knowledge, typically from a degree or equivalent experience.
Autonomy
Works to broad objectives within professional standards; plans own work.
Scope
Own professional work within a team or product.
Leadership
May guide and check the work of support staff and apprentices.
Accountability
Quality of own professional work.

Job evaluation (illustrative)

FactorLevelLevel summaryPoints
Communication and relationship skills4Gives complex, sensitive, or contentious information needing persuasion, negotiation, or training skills, or highly complex information.32
Knowledge, training, and experience5Expertise in a specialism, underpinned by theory or practical experience (degree level or equivalent).120
Analytical and judgmental skills3Judgments on a range of facts or situations needing analysis or comparison of options.27
Planning and organizational skills2Plans straightforward tasks or activities, some ongoing.15
Physical skills3Developed skills needing speed or accuracy, such as advanced keyboard use.27
Responsibility for patient and client care1Helps patients, clients, or relatives during incidental contact.4
Responsibility for policy and service development2Implements policies for own area and proposes changes to its practices.12
Responsibility for financial and physical resources1Takes personal care of equipment and resources used in own work.5
Responsibility for people1Shows own work routines to new or less experienced colleagues.5
Responsibility for information resources4Adapts or designs information systems to others' specifications, or runs information systems for a department as the main duty.24
Responsibility for research and development2Regularly does research, development, trials, or equipment and system testing as part of the job.12
Freedom to act3Follows defined policies and procedures; work is managed rather than supervised.21
Physical effort2Frequent sitting or standing in a restricted position, or occasional light to moderate effort.7
Mental effort3Frequent concentration on unpredictable work, or occasional prolonged concentration.12
Emotional effort1Rare exposure, or occasional indirect exposure, to distressing circumstances.5
Working conditions2Occasional unpleasant conditions, frequent travel or outdoor work, or near-continuous screen use on most days.7
Total (Band 5: 326 to 395)335

Self assessment

Rate what you do regularly now, add a short example as evidence, and plan an action for your most important gaps. Your answers are saved in this browser only.

Rated 0 of 11 skills: 0 meet the expected level, 0 below, 0 above.

Design communication Expected: Working
Designing for everyone Expected: Working
Designing strategically Expected: Awareness
Designing together Expected: Awareness
Evidence-based design Expected: Working
Iterative design Expected: Working
Leading design Expected: Awareness
Understanding health and care services Expected: Awareness
Designing for clinical safety and human factors Expected: Awareness
Equality, diversity, and inclusion Expected: Working
Clinical risk management Expected: Awareness
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