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Levels | 1 | 2 | 3 | 4 |
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Foundational level of competence | Intermediate level of competence | Advanced level of competence | Expert level of competence | |
Professional values and attitudes | Proficiency levels are distinguished with reference to: (i) frequency and (ii) context | |||
Display professional values and attitudes: | ||||
Occasionally | Always under specific circumstances | Always under all circumstances | Always under all circumstances | |
In a simple context with straightforward situations and/or circumstances | In an easily understood context with complexity limited to specific situations and/or circumstances | In a difficult context with complex situations and/or circumstances | In a demanding context with complex and ambiguous situations and/or circumstances | |
Enabling competencies | Proficiency levels are distinguished with reference to: (i) type of task, (ii) level of task understanding, (iii) knowledge and skills needed for task performance, (iv) dependencies and (v) guidance | |||
Use enabling competencies during task performance: | ||||
During task involvement | To initiate tasks and perform tasks on a preliminary /preparatory basis | To complete all steps in tasks | To facilitate high-level strategic impact from task performance: | |
Displaying a basic level of task understanding (key ideas and principles) | Displaying an intermediate level of task understanding (detailed knowledge including some analysis/ evaluation) | Displaying an advanced level of task understanding (clear problem identification, thorough analysis /evaluation and useful recommendations are made) | Displaying an expert level of task understanding (unique insights on the strategic impact) | |
Using limited knowledge and skills needed to perform the task | Using multiple knowledge sources and skills in certain areas and limited in others to perform the task | Integrating multiple knowledge sources and skills in all areas, to perform a task | Integrating multiple knowledge sources and skills in all areas to perform tasks with strategic impact | |
Relying on own actions rather than through others | Relying on own actions complemented by actions of others for which limited or informal responsibility is carried | Relying on own actions complemented by actions of others for which formal responsibility is carried | Relying on own actions complemented by actions of others for which formal responsibility is carried and have strategic impact | |
Obtaining frequent guidance | Obtaining limited guidance | Obtaining little or no guidance | Providing guidance rather than obtaining any guidance | |
Technical competencies | Proficiency levels are distinguished with reference to:(i) level of knowledge of the subject matter, (ii) level of application and (iii) problem solving to distinguish proficiency levels | |||
Display technical competence by: | ||||
Knowing the core / essence of the subject matter | Having a sound conceptual understanding of the subject matter | Having an in-depth knowledge and rigorous understanding of the subject matter | Having specialist knowledge of the subject matter | |
Applying the knowledge in simple to reasonably difficult situations | Applying the knowledge in difficult situations | Applying the knowledge in complex and integrated situations | Applying knowledge critically and creatively | |
in complex, integrated and ambiguous situations that invite multiple interpretations | ||||
Recognising issues when encountered and seeking further depth / guidance | Dealing with issues and solving problems central to the topic | Performing tasks and solving problems with a high degree of rigour, exercising sound judgement | Leading a responsive decision-making process to solve problems and exercise sound judgement |
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