The OFA Role and the Stewardship Model

Stewardship in Action

1.Scenario
a.A new OFA is asked to take notes during a requirements meeting and to send a summary afterward.
b.This looks like an administrative task.
c.Read as a stewardship, it is something different·the OFA has been trusted with the team's shared understanding of what was decided.
d.If the notes are inaccurate or incomplete, the team may build the wrong thing.
2.OFA Interpretation Questions
a.What would go wrong if this stewardship were handled carelessly?
b.Who needs this done correctly, and what happens if it is not?
c.What is the smallest habit that would make this stewardship more reliable?
3.Stewardship Application
a.A new OFA does not need to be told to "care more" about note-taking.
b.They need to understand what the notes are for and who depends on them.
c.Once that connection is made, the same task is performed with a different level of attention — which is the entire point of framing the work as stewardship rather than task completion.

1.Scenario
a.Two new OFAs are each asked to run a basic test case and log the result.
b.The first treats it as a box to check, marks it "pass" after a quick glance, and moves on.
c.The second actually follows every step as written, notices the result technically matches what was expected but looks visually wrong on screen, and flags the discrepancy even though it does not clearly fail the written test case.
2.OFA Interpretation Questions
a.Which OFA treated the test case as a stewardship, and which as a task?
b.What would the cost have been if the second OFA had also just marked it "pass" without a second look?
3.Stewardship Application
a.A written test case can never anticipate every way something might go wrong.
b.An OFA who understands they are stewarding the trustworthiness of the test result, not merely completing a checklist, brings judgment a checklist alone cannot provide.

II.

1.Scenario Context
a.The learner is given a short recording or written account of a real or simulated requirements discussion.
2.Required OFA Reasoning
a.Identify what was decided, what was left open, and who owns each open item.
3.Required Output
a.A one-page summary suitable for distribution to meeting participants.

1.Strong Performance Indicators
a.Decisions and open items are clearly separated.
b.Each open item has an owner and, where stated, a timeframe.
c.The summary uses OFA vocabulary correctly (for example, distinguishing a requirement from a request).
2.Weak Performance Indicators
a.Decisions and open items are blended together or unclear.
b.Open items have no named owner.
c.The summary restates conversation chronologically rather than capturing outcomes.

III.

1.Scenario
a.The learner sits in on the kickoff meeting for a project migrating legacy ward record spreadsheets into a current system.
2.Task
a.Identify one specific piece of work discussed in the meeting that would count as a "stewardship" for a new OFA, and explain what would go wrong if it were handled carelessly.
3.Deliverable
a.A short written note naming the stewardship and the risk of neglecting it.
4.Evaluation Notes
a.A strong answer names something concrete (for example, the accuracy of a field-mapping list) rather than a vague generality like "doing a good job."

1.Scenario
a.A new mobile app feature for youth activity sign-ups is being planned, touching requirements gathering, testing, and eventual roadmap decisions.
2.Task
a.For three specific tasks mentioned in the project plan, identify which of the four stewardship areas each belongs to, and note which of the four an OFA 1 would not yet be expected to operate in independently.
3.Deliverable
a.A short table matching each task to a stewardship area.
4.Evaluation Notes
a.The learner correctly recognizes that roadmap-related tasks are awareness-only at this level, not something to take ownership of.

1.Scenario
a.The learner attends a kickoff meeting for a project integrating a new scheduling tool with an existing calendar system, full of unfamiliar terms.
2.Task
a.List five terms used in the meeting that were unfamiliar, look each one up in Appendix A or confirm the correct meaning with a colleague, and write a one-line definition in the learner's own words.
3.Deliverable
a.A short personal glossary entry for the five terms.
4.Evaluation Notes
a.Definitions are confirmed against a source rather than guessed, and are written precisely enough to be reused correctly later.