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Levels 1 2 3 4
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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