5. Problem identification and solving

Queensland Government employees rely on digital tools, devices and systems to deliver services, communicate, manage information and complete day-to-day work.

Even small technical problems can delay work, reduce confidence, interrupt service delivery or create unnecessary pressure on support teams.

Strong technical problem-solving skills help employees:

• Resolve simple issues safely and efficiently
• Reduce avoidable delays and interruptions
• Explain problems clearly when seeking support
• Use approved help channels appropriately
• Avoid risky workarounds
• Maintain confidence when digital tools do not work as expected
• Support colleagues with common digital issues
• Improve productivity and service continuity

This does not mean every employee needs to become technical support. It means building enough confidence to recognise common problems, try safe first steps and escalate effectively when needed.

You may be demonstrating this competency when you:

• Troubleshoot a Microsoft Teams meeting audio or camera issue
• Check whether an internet or VPN connection is working
• Restart an application that is not responding
• Recover or locate a document you thought was lost
• Check whether a file is saved locally, in OneDrive, Teams or SharePoint
• Resolve a simple Microsoft 365 sign-in or access issue
• Use a Microsoft or agency help article to follow troubleshooting steps
• Check whether a device or application needs updates
• Explain an error message clearly to your service desk
• Identify whether a problem is with the device, application, connection, permissions or user settings
• Avoid unsafe fixes, such as installing unapproved software or bypassing security controls
• Support a colleague to describe a technical issue before logging a support request

Tool availability and configuration differ between agencies. Use only systems approved by your agency.

Common tools

Tools are the systems, applications or support resources used to identify, test or resolve technical issues.

Examples include:

• Agency service desk or ICT support portal
• Microsoft 365 help and troubleshooting resources
• Windows settings and update notifications
• Microsoft Teams device and meeting settings
• OneDrive sync status
• Browser settings and cache controls
• Approved knowledge bases and how-to guides
• Device restart and update functions
• Agency system status pages where available
• Approved remote support tools
• Approved AI tools for explaining error messages or troubleshooting steps, where authorised

Common processes

Processes are the safe, structured steps used to diagnose, resolve or escalate technical problems.

Examples include:

• Identifying what is not working
• Checking whether the issue affects only you or others
• Restarting the device or application where appropriate
• Checking connection, permissions, settings or file location
• Repeating the action carefully to confirm the issue
• Following approved troubleshooting guidance
• Recording the error message, time and affected system
• Avoiding unapproved workarounds
• Escalating issues through approved support channels
• Sharing the resolution with others where useful

• Think of a recent technical issue you experienced.
• Write down what was not working.
• Identify which area the problem related to: device, software, connection, file location, permissions, account access or settings.
• Record what you tried first.
• Check whether approved help guidance was available.
• Identify what information would help a service desk understand the issue.
• Record the final resolution, if known.
• Identify one thing you would do differently next time.

Hint: Good troubleshooting is not guessing until something works. It is working through the issue safely, step by step, and knowing when to escalate.

DigComp 3.0 describes eight proficiency levels grouped into four broad bands. For simplicity, this Hub presents the four bands: Basic, Intermediate, Advanced and Highly advanced. The descriptions below are practical workplace interpretations of DigComp 3.0 and are not verbatim reproductions of the official competence statements.

Basic

With guidance as needed, individuals can:

• Recognise that technical problems are common in digital environments.
• Identify common technical problems with devices and digital environments.
• Recognise that technical problems can have different causes.
• Follow instructions to resolve common issues, such as lost connectivity, forgotten passwords, lost file locations, unsaved documents or incorrect email or web addresses.
• Recognise when to seek help to resolve a technical problem.

Intermediate

Individuals can:

• Select appropriate strategies to resolve technical problems.
• Adapt troubleshooting strategies based on the context.
• Use search, help resources or digital tools to troubleshoot technical issues.
• Update or adjust settings on common devices and peripherals to maintain performance.
• Build confidence and autonomy in resolving common technical problems.

Advanced

Individuals can:

• Evaluate whether a technical solution has worked.
• Resolve more complex technical problems in digital environments.
• Decide when a problem requires specialist support.
• Support others to identify and resolve common technical issues.
• Apply troubleshooting approaches across different tools, systems or work contexts.

Highly advanced

Individuals can:

• Guide others in solving complex technical problems.
• Contribute to improved troubleshooting processes or support resources.
• Identify patterns in recurring technical issues.
• Help improve digital environments so common problems are reduced.
• Support teams to build confidence in safe and effective problem-solving.

Technical Troubleshooting Log

Objective

Use a safe, step-by-step approach to understand, test and record a technical problem.

Learning outcomes

• Describe a technical issue clearly.
• Use logical troubleshooting steps.
• Gather useful information for support.
• Record the resolution for future use.

Instructions

Using the downloadable template:

1. Choose a recent or common technical issue.
2. Describe what was expected and what happened instead.
3. Record the tool, device, time, error message and people affected.
4. Classify the likely area and list safe steps tried.
5. Check an approved help resource.
6. Record when and how to escalate.
7. Document the resolution or information needed in a support request.

Reflection

Consider:

• Which step gave the best clue?
• When should troubleshooting stop?
• What could help next time?

Stretch activity (optional)

Compare several logs to identify a recurring pattern and create an “if this happens again” guide.

Evidence of completion

• The issue and evidence are recorded.
• Safe troubleshooting steps are documented.
• The resolution or escalation information is clear.

Download: Technical Troubleshooting Log Template (Excel)

• Queensland Government cyber security
  Guidance on cyber incidents, vulnerabilities and secure use of technology.
• Information and cyber security policy (IS18)
  Clarifies when technical issues may also engage cyber security obligations.
• Microsoft 365 troubleshooters
  Guided troubleshooting for common Microsoft 365 issues.
• Microsoft 365 troubleshooting
  Detailed Microsoft troubleshooting guidance.
• ACSC updates guide
  Explains why device and software updates help prevent problems and cyber risk.
• DigComp 3.0 - Competency 5.1
  Competence statements and learning outcomes for identifying and solving technical problems.

After completing this competency section, consider:

• What technical problems do you encounter most often?
• Do you usually know where to start when something does not work?
• What safe troubleshooting steps can you take before escalating?
• What information would make it easier for ICT support to help you?
• Are there any recurring issues that should be documented or improved?
• When should you stop troubleshooting and seek specialist support?
• What is one technical problem-solving habit you could strengthen?
• Which DigComp proficiency statement best reflects your current capability?

Queensland Government employees work across many different roles, services, systems and digital environments. Choosing the right digital tool or response can improve efficiency, accessibility, collaboration, customer service and decision-making.

Strong capability in this area helps employees:

• Match digital tools to real work needs
• Avoid unnecessary duplication or overcomplicated solutions
• Use approved tools more effectively
• Recognise when accessibility or workplace adjustments are needed
• Adapt digital settings to support different ways of working
• Select tools that are secure, usable and fit for purpose
• Communicate business needs more clearly to ICT, data or service design teams
• Support more inclusive and user-centred digital services

Queensland Government's Digital Service Standard requires agencies to understand user needs, understand the tools and systems required, make digital services secure, build consistent and responsive design, make digital services accessible and test services. These principles are directly relevant when selecting or adapting digital technologies to meet a user or business need.

You may be demonstrating this competency when you:

• Choose whether a task is best supported by Excel, Forms, SharePoint, Power BI or another approved tool
• Adapt Microsoft Teams notifications, captions or meeting settings to support participation
• Use accessibility features such as captions, screen readers, magnification or dictation
• Select a digital tool to collect feedback from staff or stakeholders
• Identify when a manual process could be improved with an approved digital workflow
• Compare options before creating a new spreadsheet, form, dashboard or workspace
• Decide whether a digital solution should be self-service, assisted or offline-supported
• Identify when a tool is not suitable because of privacy, security, accessibility or usability considerations
• Work with ICT or digital teams to explain a business need
• Personalise digital settings to improve focus, accessibility or productivity
• Check whether an existing government platform or common tool can be reused before creating something new

Tool availability and configuration differ between agencies. Use only systems approved by your agency.

Common tools

Tools are the digital technologies, features or platforms that may be selected, configured or adapted to meet a need.

Examples include:

• Microsoft Teams
• Outlook
• SharePoint
• OneDrive
• OneNote
• Microsoft Forms
• Excel
• Power BI
• Power Automate
• Power Apps
• Microsoft 365 accessibility features
• Captions, transcripts, dictation, screen readers and magnification tools
• Approved AI tools
• Agency service desk or ICT request systems
• Approved business systems and workflow tools

Common processes

Processes are the steps used to identify the need, compare options and select or adapt the most appropriate digital response.

Examples include:

• Defining the problem before choosing a tool
• Identifying who needs to use the solution
• Checking accessibility, inclusion and usability needs
• Comparing available approved tools
• Considering privacy, security and recordkeeping requirements
• Testing the tool or setting with real users
• Reusing existing platforms or templates where possible
• Seeking advice from ICT, accessibility, privacy or information management teams
• Adjusting settings to support personal or team needs
• Reviewing whether the chosen digital response solved the original problem

• Choose one work task, process or interaction that could be improved.
• Write down the actual need or problem in plain language.
• Identify who is affected by the need.
• List two or three approved digital options that could help.
• Compare the options against purpose, ease of use, accessibility, privacy, security and effort.
• Choose the option that best fits the need.
• Test the option on a small scale.
• Ask one user or colleague whether the option helped.
• Record whether the tool should be used, adapted or reconsidered.

Hint: Good digital problem-solving starts with the need, not the tool. The best solution may be a simple setting change, a better use of an existing tool, or a non-digital step that supports people who cannot use the digital option easily.

DigComp 3.0 describes eight proficiency levels grouped into four broad bands. For simplicity, this Hub presents the four bands: Basic, Intermediate, Advanced and Highly advanced. The descriptions below are practical workplace interpretations of DigComp 3.0 and are not verbatim reproductions of the official competence statements.

Basic

With guidance as needed, individuals can:

• Recognise the importance of identifying needs before choosing digital technologies.
• Identify basic needs that can be supported by digital technologies.
• Recognise that different technologies can meet different needs.
• Recognise common ways to adjust digital environments to meet user needs and preferences.
• Recognise the purpose of digital assistance tools and common assistive technologies.

Intermediate

Individuals can:

• Identify appropriate digital technologies to meet basic needs.
• Select digital technologies to meet specific needs.
• Adapt the selection of technologies based on context and user requirements.
• Adjust features of a digital environment to suit personal or other users' needs and preferences.
• Use digital assistance tools consciously, with awareness of their benefits and limitations.

Advanced

Individuals can:

• Evaluate several digital options and select the most suitable response for a need.
• Adapt digital environments to support accessibility, usability and productivity.
• Support others to identify needs and select appropriate digital tools.
• Recognise when specialist advice is required before implementing a digital solution.
• Consider the wider implications of selecting or adapting technology, including security, privacy, accessibility and sustainability.

Highly advanced

Individuals can:

• Lead or contribute to improved approaches for matching digital technologies to user and business needs.
• Guide teams in selecting, adapting and evaluating digital solutions.
• Promote inclusive and accessible digital environments.
• Support reuse of approved tools, platforms and common solutions.
• Contribute to organisational improvements in how digital needs are identified, prioritised and addressed.

Digital Needs and Tool Fit Review

Objective

Compare approved digital options and choose the response that best meets a real user or business need.

Learning outcomes

• Define the need before choosing a tool.
• Compare options using clear criteria.
• Consider accessibility, privacy and security.
• Test whether the selected response works.

Instructions

Using the downloadable template:

1. Choose one work need, process or user problem and write it clearly.
2. Identify who is affected and what they need to achieve.
3. List at least three approved tools, settings or non-digital options.
4. Compare fit, usability, accessibility, privacy, security, effort and reuse.
5. Choose the best option and explain why.
6. Test it with one user or small group.
7. Record feedback and decide whether to keep, adapt, escalate or stop.

Reflection

Consider:

• Did you start with the need?
• Which criterion changed the decision?
• Did the test show that the need was met?

Stretch activity (optional)

Use a weighted scoring method and test the preferred option with users who have different access needs.

Evidence of completion

• The need and users are clear.
• Options are compared consistently.
• Testing and a final decision are recorded.

Download: Digital Needs and Tool Fit Review Template (Excel)

• Understand user needs
  Guidance for defining user needs before selecting a response.
• Queensland Government Digital service standard
  Requirements for secure, accessible, tested and user-centred digital services.
• Use of core and common solutions framework
  Supports reuse of approved platforms and reduced duplication.
• Queensland Government Design System - Designing
  Accessibility and consistent user experience guidance.
• Accessibility tools for Microsoft 365
  Practical options for adapting digital environments to user needs.
• DigComp 3.0 - Competency 5.2
  Competence statements and learning outcomes for identifying needs and digital technological responses.

After completing this competency section, consider:

• Do you usually start with the need or with the tool you already know?
• What user, accessibility or inclusion needs should be considered before choosing a digital response?
• Are there approved tools or templates that could be reused before creating something new?
• What risks might arise if the wrong digital tool is selected?
• How do you know whether a digital response has actually met the need?
• What settings or features could you adjust to make your own digital environment work better for you?
• When should you seek advice from ICT, accessibility, privacy, security or service design specialists?
• Which DigComp proficiency statement best reflects your current capability?

Queensland Government employees often work with complex problems, changing community expectations, resource constraints, legacy processes and emerging technologies.

Creative use of digital technologies can help teams:

• Improve services and processes
• Reduce manual effort and duplication
• Generate new ideas or options
• Prototype and test solutions before investing heavily
• Use data and evidence in new ways
• Improve accessibility and inclusion
• Support more connected, responsive and efficient government services
• Identify where AI, automation or digital tools may help, and where they may not

Queensland Government's Digital Economy Strategy identifies digitally enabled government as a priority, including using digital technologies to transform how government operates, manages data and invests in technology.

Creative digital problem-solving does not mean adopting new technology for its own sake. It means starting with a real need, exploring options, testing ideas safely and choosing approaches that create practical value.

You may be demonstrating this competency when you:

• Identify a manual process that could be simplified with a digital workflow
• Use Microsoft Forms or Power Automate to test a simple improvement
• Use data visualisation to reveal a pattern or service issue
• Use a whiteboard, prototype or mock-up to explore a new idea
• Use an approved AI tool to generate options, summarise feedback or test different approaches
• Adapt an existing tool in a new way to meet a team need
• Reuse a solution from another team or agency instead of starting from scratch
• Explore whether a problem needs a process change, digital tool, data insight or human support
• Facilitate a small design session to generate options
• Develop a low-risk prototype before recommending a larger investment
• Identify the strengths, limitations and risks of a proposed digital solution
• Consider whether a new technology is useful, ethical, accessible and proportionate

Tool availability and configuration differ between agencies. Use only systems approved by your agency.

Common tools

Tools are the digital technologies that can help explore, prototype, test or deliver creative solutions.

Examples include:

• Microsoft Whiteboard
• Microsoft Forms
• Microsoft Teams
• SharePoint
• Excel
• Power BI
• Power Automate
• Power Apps
• Microsoft Copilot or other approved AI tools
• Miro, Figma or other approved design tools
• Digital prototypes or mock-up tools
• Data dashboards and reporting tools
• Approved collaboration and ideation platforms

Common processes

Processes are the creative and structured ways of working that help teams identify, test and improve digital solutions.

Examples include:

• Defining the problem before choosing a solution
• Understanding user needs and pain points
• Mapping the current process
• Exploring multiple solution options
• Using design thinking or human-centred design approaches
• Prototyping a small-scale solution
• Testing with users or colleagues
• Assessing risks, benefits and limitations
• Considering privacy, security, accessibility and sustainability
• Checking whether an existing government solution can be reused
• Reviewing whether technology is the right response
• Iterating based on feedback

• Choose one small work problem, pain point or opportunity.
• Write the problem in one sentence.
• Identify who is affected and what they need.
• List three possible ways digital technologies could help.
• Include at least one low-cost or no-cost option using an approved tool you already have access to.
• Identify the benefits, risks and limitations of each option.
• Choose one option to test or prototype on a small scale.
• Ask one or two users or colleagues for feedback.
• Decide whether the idea should be kept, improved, stopped or escalated.

Hint: Creative digital solutions do not have to be big or expensive. A useful improvement might be a better form, clearer dashboard, simpler workflow, improved template or smarter use of an existing tool.

DigComp 3.0 describes eight proficiency levels grouped into four broad bands. For simplicity, this Hub presents the four bands: Basic, Intermediate, Advanced and Highly advanced. The descriptions below are practical workplace interpretations of DigComp 3.0 and are not verbatim reproductions of the official competence statements.

Basic

With guidance as needed, individuals can:

• Recognise the importance of using digital technologies creatively.
• Identify basic ways digital technologies can be used creatively.
• Recognise that digital technologies can create opportunities.
• Identify examples of how digital technologies can help solve real-world problems or improve products, services or processes.
• Recognise that digital technologies can support, but not replace, human creativity.

Intermediate

Individuals can:

• Use digital technologies for basic creative purposes.
• Select digital technologies appropriate for creative or problem-solving purposes.
• Adapt the use of digital technologies for creative tasks.
• Recognise the importance of placing human rights, values, needs and experiences at the centre of technology use.
• Describe strengths, weaknesses and ethical considerations of digital technologies, including AI systems, in relation to creativity and problem-solving.
• Evaluate strengths and weaknesses of available digital technologies for a particular problem-solving task.

Advanced

Individuals can:

• Apply digital technologies creatively to improve processes, services or outcomes.
• Combine digital tools, data, user insight and human judgement to develop better solutions.
• Prototype and test digital ideas in real work contexts.
• Support others to explore digital options and creative solutions.
• Assess when digital tools or AI systems are appropriate, and when human intervention is required.
• Evaluate whether a digital solution is useful, ethical, accessible and proportionate.

Highly advanced

Individuals can:

• Lead or contribute to innovative uses of digital technologies across teams or work areas.
• Design approaches that use digital technologies to address complex problems or opportunities.
• Guide others in creative digital problem-solving and responsible experimentation.
• Contribute to organisational practices that support innovation, reuse and continuous improvement.
• Help evaluate and improve how digital technologies, including AI systems, are used to create public value.

Digital Solution Sketch

Objective

Explore several digital responses to a real problem and sketch one low-risk idea for testing.

Learning outcomes

• Define a problem and user need.
• Generate and compare several options.
• Sketch a simple solution or workflow.
• Identify assumptions, risks and feedback needed.

Instructions

Using the downloadable template:

1. Choose one small problem, opportunity or process improvement.
2. Describe who is affected and what they need.
3. Generate at least three possible digital responses.
4. Mark whether each option reuses, adapts or needs a new tool.
5. Compare value, effort, accessibility, privacy, security and risk.
6. Choose one low-risk option and sketch the user experience or workflow.
7. Record assumptions, feedback needed and the next safe test.

Reflection

Consider:

• Which idea offers the most value?
• What assumptions must be tested?
• Where is human judgement still needed?

Stretch activity (optional)

Turn the sketch into a clickable or working prototype and prepare a value and risk summary.

Evidence of completion

• The problem and users are defined.
• At least three options are compared.
• A preferred solution, sketch and next test are documented.

Download: Digital Solution Sketch Template (PowerPoint)

• Digital Investment Governance Framework
  Governance, value and risk considerations for digital investment.
• Use of core and common solutions framework
  Supports reuse and avoids duplicate solutions.
• Queensland Government Digital service standard
  User-centred, secure, accessible and testable digital solution guidance.
• Artificial Intelligence Governance Policy
  Governance guardrails for AI transparency, accountability and risk.
• National framework for assurance of AI in government
  Joint Australian, state and territory approach to safe and responsible AI.
• Foundations of user experience and design thinking
  Free Microsoft module on user-centred design and testing.
• DigComp 3.0 - Competency 5.3
  Competence statements and learning outcomes for identifying creative solutions.

After completing this competency section, consider:

• Did you start with the problem or jump straight to a tool?
• Who is affected by the problem, and what do they actually need?
• What existing tools or resources could be reused before creating something new?
• Which option provides the best balance of value, effort and risk?
• What assumptions would need to be tested before taking the idea further?
• Where might AI or automation help, and where is human judgement still needed?
• What is one small experiment you could run safely before recommending a larger change?
• Which DigComp proficiency statement best reflects your current capability?

Digital capability is not a one-off skill set. Tools, systems, cyber risks, AI capability, data practices and service expectations continue to change.

Queensland Government's Digital Capability Framework supports employees, leaders and organisations to keep pace with evolving technologies, improve service delivery and drive innovation.

Strong capability in this area helps employees:

• Recognise their own digital strengths and development needs
• Build confidence with changing technologies
• Prioritise learning that is relevant to their role
• Seek help, guidance or training when needed
• Stay informed about emerging tools, risks and expectations
• Support colleagues to build confidence
• Contribute to a more digitally capable and adaptable public sector

The Australian Government recognises DigComp as a preferred framework for digital skills and training activities, reinforcing the value of using a common framework to identify and improve digital capability.

You may be demonstrating this competency when you:

• Complete a digital capability self-assessment
• Identify which DigComp competencies are most relevant to your role
• Review your strengths, gaps and confidence levels after using a new tool
• Ask a colleague, manager or digital champion for support
• Choose a Microsoft Learn module to build a specific skill
• Create a short development plan after receiving feedback
• Reflect on lessons learned after trying a new digital process
• Keep up to date with changes in Microsoft 365, AI, cyber security or data practices
• Support a colleague to find relevant learning resources
• Identify when a team needs shared learning or guidance
• Track progress after completing a learning activity
• Reassess your capability after applying a new digital skill at work

Tool availability and configuration differ between agencies. Use only systems approved by your agency.

Common tools

Tools are the digital systems, resources or platforms that can help identify, develop or track digital capability.

Examples include:

• Digital capability self-assessment tools
• DigComp 3.0 capability framework resources
• Queensland Government Digital Capability Framework
• Microsoft Learn
• Agency learning management systems
• Communities of practice
• Capability development plans
• Manager discussion guides
• Microsoft 365 help and learning resources
• Peer learning, mentoring or coaching channels
• Approved AI tools for learning support, where authorised

Common processes

Processes are the reflective and practical steps used to identify capability needs and continue developing over time.

Examples include:

• Reflecting on current digital strengths and gaps
• Comparing capability against role needs
• Prioritising one or two development areas
• Setting small, practical learning goals
• Choosing learning resources that match the need
• Applying learning in real work tasks
• Seeking feedback from colleagues or managers
• Sharing useful resources with others
• Reassessing progress after practice
• Keeping up to date with digital changes, risks and opportunities

• Choose one digital task, tool or capability area that is important in your role.
• Rate your current confidence as low, medium or high.
• Identify one thing you can already do well.
• Identify one thing you find difficult or avoid.
• Find one relevant learning resource, guide or colleague who can help.
• Set one small learning goal that can be completed in the next two weeks.
• Apply the skill in a real work task.
• Ask for feedback or reflect on what improved.
• Record what you want to learn next.

Hint: A digital capability gap is not a failure. It is a signal about where focused learning or practice could make work easier, safer or more effective.

DigComp 3.0 describes eight proficiency levels grouped into four broad bands. For simplicity, this Hub presents the four bands: Basic, Intermediate, Advanced and Highly advanced. The descriptions below are practical workplace interpretations of DigComp 3.0 and are not verbatim reproductions of the official competence statements.

Basic

With guidance as needed, individuals can:

• Recognise that digital capability changes over time.
• Identify simple areas where their digital skills need improvement.
• Recognise when they need help with a digital task.
• Find basic support or learning resources.
• Understand that keeping digital skills up to date is part of ongoing learning.

Intermediate

Individuals can:

• Identify their own digital capability strengths and gaps.
• Select learning opportunities that match their needs.
• Set practical development goals for digital capability improvement.
• Apply learning to real work tasks.
• Keep up to date with relevant digital tools, practices and risks.
• Support peers by sharing useful resources or tips.

Advanced

Individuals can:

• Evaluate digital capability needs in relation to role, team or work context.
• Plan targeted digital capability development over time.
• Support others to identify and address their development needs.
• Use feedback, assessment results or workplace evidence to guide learning.
• Adapt learning goals as digital tools, risks and expectations change.

Highly advanced

Individuals can:

• Lead or contribute to approaches that strengthen digital capability across teams or work areas.
• Coach or guide others in developing digital competence.
• Identify common capability gaps and recommend practical uplift activities.
• Contribute to learning pathways, communities of practice or capability planning.
• Help others keep pace with digital evolution and emerging technologies.

Digital Capability Growth Plan

Objective

Create and complete a short plan to strengthen one digital capability that matters in your role.

Learning outcomes

• Identify a relevant capability gap.
• Set a clear and achievable learning goal.
• Apply learning to a real work task.
• Use feedback and reflection to choose the next step.

Instructions

Using the downloadable template:

1. Choose one DigComp competency or digital skill that matters in your role.
2. Record why it matters and rate your current confidence.
3. Write one thing you can do and one thing you find difficult or avoid.
4. Set a two-week learning goal.
5. Choose one learning resource, colleague, coach or community.
6. Practise the skill in a real work task.
7. Ask for feedback or compare the result with your starting point.
8. Record what improved and choose the next learning step.

Reflection

Consider:

• What evidence shows improvement?
• Which learning method worked best?
• What should you practise next?

Stretch activity (optional)

Plan two or three connected skills over six months and support a colleague while comparing learning approaches.

Evidence of completion

• A capability gap and goal are documented.
• Learning is applied in real work.
• Evidence, reflection and a next step are recorded.

Download: Digital Capability Growth Plan Template (Word)

• Queensland public sector Digital Capability Framework
  Capability framework for individuals, leaders and organisations across the Queensland public sector.
• Digital Competence Framework for Citizens
  Queensland Government guidance on applying DigComp to general workforce capability.
• Develop digital and ICT capabilities
  Entry point for DigComp, data, cyber and specialist digital capability resources.
• Digital Capability Frameworks for the Australian Workforce
  Australian Government recognition of DigComp and SFIA as preferred capability guides.
• APS Data Capability Framework
  Complementary capability framework for data skills.
• Skills Framework for the Information Age (SFIA)
  Complementary specialist framework for digital, data and technology roles.
• Queensland Government Cyber Skills Framework
  Complementary specialist framework for cyber roles and career pathways.

After completing this competency section, consider:

• Which digital skills are most important for your current role?
• Which digital tasks do you avoid or find harder than they need to be?
• What is one digital capability you could realistically improve in the next two weeks?
• What type of learning works best for you: reading, watching, practising, peer support or formal training?
• How do you know when your capability has improved?
• How could you support a colleague who is building confidence with digital tools?
• What digital changes should you keep an eye on in your work area?
• Which DigComp proficiency statement best reflects your current capability?