The UK Multimedia Industry - Coursework Example

The UK ICT Multimedia Industry Introduction The UK multimedia industry is engaged in diverse areas of ICT and market sectors, and is a rapidly changing one. Each area has its own set of technologies, its own set of skills and its own particular market. The ICT industry generally faces increasing skills shortages (Virgo, 2008) and is losing its competitive edge. But multimedia along with Web designing is the more promising area within ICT. This report shows the numerous opportunities that are available within this industry and not only those which require technical and creative skills. Examples are given of the main work providers and the kind of work involved. Opportunities are also available for the self-employed. Terms and conditions for employees are described, and illustrated with an example of a real multimedia designer on the job. The application process is mentioned and both general and technical requirements are detailed. Qualifications are usually a concern with most jobs but as we shall see, there are many opportunities for those with lower qualifications, and there are alternative routes into the industry and scope for training. The importance of demonstrating practical experience is highlighted in particular. Finally, indications of the future of the industry point out that this industry is relatively safe and likely to grow as is the demand for multimedia professionals. Opportunities and Progression Opportunities have expanded largely due to broadband access, requirements for embedded software, and the large UK games industry. According to AGCS, digital security and online services are likely to see major growth. The main providers of jobs for multimedia professionals are software houses, broadcasters, animation studios, consultancies, educational institutions, music and entertainment industries, and computer game manufacturers. Examples of work that multimedia professionals engage in are software engineering, sound engineering, designing multimedia systems, graphic design, web design, video production, game design, systems management, 2D/3D computer animation, and making print or disk media. The above are all specialist technical or creative skills. In addition, the multimedia industry like other businesses involves people in management, marketing, advertising, electronics, telecommunications, accounting, public relations, publishing, training, journalism, technical writing, scriptwriting, research etc. Thus there are opportunities in many other related fields too. Freelance work is also an option, as is the route of work experience or apprenticeship, which can lead to an NVQ level 2 or 3 qualification. Freelancers work self-employed on a contractual or consultancy basis. The government’s Access to Work scheme also provides specific information, advice and financial assistance for disabled people. According to Research Insight (2008), about 180,000 appointments are made annually in the IT labour market of which the majority is for new entrants. Of the over million people in IT employment, those in the multimedia field and other software professionals comprised 317,000 in 2007 and this is likely to grow by 86,000 in 2016. There are an estimated 57,000 job vacancies for software professionals every year and 46,900 are expected to be filled by new entrants. The multimedia industry has “no standard career paths or set pay scales” (eClips, 2008). However, opportunities for progression are possible. For instance, Andy mentioned earlier sees his “role changing from being hands-on towards a more administrative role.” (Watson, 2006) AGCAS says that things are changing with “more layers of management emerging as the industry develops”. Salaries for those with technical expertise can start from under £20,000 and go as high as £50,000 according to skills and experience. Working Conditions The BIMA as the trade association for the British Interactive Media Industry has set standards and best practices. Discrimination is illegal, and a written statement of the main terms and conditions of employment, which is a basic right in the UK, includes mention of job title, wages, hours of work, holiday entitlement, sick pay, pension schemes, notice, and grievance, dismissal and disciplinary procedure. Non-contractual terms and conditions can offer numerous other facilities too. A sample occupational profile by AGCAS (2008) specifically for a multimedia programmer however, mentions that working hours are “often slightly later than most office-based work” due to having to complete assignments to schedule, and “a lot of potential for contract and freelance work, which may pay very well but in return for fewer benefits such as paid leave”. Andy Watson (2006) for example is a multimedia designer with Red Paint Multimedia. He creates animations. His daily routine includes a morning review, plan of the day ahead based on tasks and objectives, allocation of tasks between other team members, holding informal design meetings etc. but there is also variety that makes the job exciting. He works from 10 am to 6 pm 5 days a week. The hours are flexible but he often works “extra hours to ensure jobs are completed on time”. He mentions that creativity is essential, an eye for design, and knowledge of programming. “We often take a vague idea from a client and turn it into a working model or project.” Applying and Requirements The search process begins with finding out more about the actual area of multimedia you wish to work in Expertise in multimedia is a highly skilled competency in computing or design. Employers require knowledge in relevant software, programming and scripting languages. Besides technical and creative skills, people are also in demand that have an overall understanding of the multimedia field to work as project or systems managers for example. Many companies offer online applications. For example, UK design firm Techno, which offers Multimedia presentation services has a careers section on its website and provides an online consultancy job application form. Besides personal information the form has an employment history section and requires a CV. In addition, the following general skills are also required: Creative and logical approach to problem solving Good understanding of layout, design and graphics Energy and enthusiasm Flexibility and adaptability Work to deadlines Interpersonal skills Effective communication Teamwork Capability to work in a fast changing industry Patience for programming projects As with other jobs, the higher the level of qualifications the greater the opportunities available. Typical subjects students take prior to working in the industry include Computing, Graphic Design, Software Engineering, Mathematics, Physics, Acoustics etc. But there are also special multimedia courses at varying degree and HND levels directly relevant to the knowledge and skills required. For example, multimedia development, multimedia production, interactive multimedia, media design, digital media, and game production. Courses differ in technical scope and design orientation. Those with lower qualifications but good experience and skills in general can also work in the industry for example as software testers in quality assurance departments. However, there are specific qualifications for these skills too to help gain an edge. Qualifications can also be gained whilst in employment such as NVQs through workplace assessment. In addition, there are qualifications offered by professional bodies, such as the Diploma in Multimedia by The British Computer Society (BCS). The BFI also run multimedia courses. Practical experience though is regarded as more valuable in this field. Potential employers usually want to see a portfolio. The selection process is greatly influenced by this. Andy mentioned earlier obtained a Masters degree in Engineering, and did certification exams. But he also developed an online portfolio of his work because it “is a great way of proving to employers that you have what it takes, and gives you an opportunity to experiment with your own projects and ideas” (Watson, 2006). Indications of the future Computer technology is becoming increasingly faster and miniaturized. Communications are improving, there are newer ways of creating and displaying data, and there is a greater integration between different technologies. This shows that ICT will have a very large part to play in shaping the future. Despite the looming recession, “IT continues to remain a relatively safe industry” (Inside Careers). The major concerns though are the decline in the number of home students undertaking ICT courses and outsourcing. From 2003-04 to 2006-07, HE computing students fell by 22.3% and A-Level students taking computing courses by 46.8%. UCAS computing applications have fallen by 48.2% (Research Insight, 2008). Demand in the IT labour market however is set to grow by 163,000 from 2007 to 2016 and the greatest gap at present is for technical skills (ibid). Conclusion The skills crisis since the late 1990s has led to skills shortages and skills require renewing very quickly in this industry. Then there are problems of ageism, the focus on ROIs and profits and reduction of costs, ‘offshoring’ and outsourcing. Renewing skills requires cost-effective reskilling. Updating workforce skills is not being given a priority by the government and this leads to existing engineers becoming unemployable. The training and education sector therefore needs to make greater provisions. The Multimedia Industry Advisory Group was a government initiative in the mid 1990s but it did little to help the growth of the industry. Government policies should also be aimed at retaining UK and overseas computing graduates. The industry itself should end age discrimination and also play a greater role in providing commercial training to its workforce. New students can be encouraged through incentives, financial support, and industry scholarships. There are great opportunities within the industry because the skills shortages and market trends are increasing the demand for multimedia professionals. Qualifications help to acquire knowledge and expertise and several multimedia courses are available. However, experience is stressed more and a good portfolio can greatly increase one’s chances. References AGCAS. (2008) Occupational Profile: Multimedia programmer. Written by Lucy Burrows, London School of Economics and Political Science. Available at: www.prospects.ac.uk. BCS. British Computer Society. Website: www.bcs.org. BIMA. British Interactive Media Association. Website: http://www.bima.co.uk/. BFI. British Film Industry. Website: www.bfi.org.uk. eClips. (2008) Work in multimedia and interactive media. Careers Information. Leaflet D 04. November 2008. Available at: http://www.eclips-online.co.uk/demo/full_leaflet.php?leafletID=D%2004. Inside Careers. (2009) Key Issues: Information Technology Escapes Credit Crunch. Available at: http://www.insidecareers.co.uk/__802574D800546935.nsf/id/NLII-7FZKK8!opendocument. [Accessed Feb. 28, 2009] Research Insight. (2008) A Study on the IT Labour Market in the UK. Report commissioned by CPHC. June 22, 2008. Oxfordshire. Website: www.research-insight.com. Skillset. Website: http://www.skillset.org. Techno. Website: http://www.technoconsultancy.com. Virgo, Philip. (2008) Deskilling Britain - the accelerating UK ICT Skills Crisis. Computer Weekly. June 10, 2008. Available at: http://www.computerweekly.com/blogs/when-it-meets-politics/2008/06/we-did-not-move-to-india-just.html [Accessed Feb. 27, 2009]. Watson, Andy. (2006) Working in Computers & IT: Includes 17 real life case studies. DCSF. Available at: http://www.connexions-direct.com/index.cfm?pid=51&page=73. Read More