Merge pull request #61 from RSEToolkit/anenadic-skill-levels

Draft of skill levels definition

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README.md

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 ##### Defining the skill levels
 
-We have a [working document on skill
-levels](https://docs.google.com/document/d/1syrY4gyaAcNuONK0ANUiHgHcbJ3P9RoqSjy57AjUsuM/edit#heading=h.nlkwx70wrmf). Please
-add feedback as comments in that document.
+We have a [draft document on skill
+levels](./skill-levels.md) and a [GitHub issue to track
+suggestions](https://github.com/RSEToolkit/rse-competencies-toolkit/issues/62).
 
 #### Developing the website
 

skill-levels.md

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+# RSE Competencies Toolkit - Skill Levels Definition
+
+References & inspiration from:
+
+* [Bloom’s for Computing: Enhancing Bloom's Revised Taxonomy with Verbs for Computing Disciplines](https://ccecc.acm.org/files/publications/Blooms-for-Computing-20230807.pdf)
+* [Study.com: What is Bloom's Taxonomy?](https://study.com/learn/lesson/blooms-taxonomy-uses-levels-examples.html)
+* [SFIA (Skills Framework for the Information Age) guiding principles](https://sfia-online.org/en/about-sfia/sfia-guiding-principles)
+and [SFIA overview](https://sfia-online.org/en/about-sfia/sfia-overview-for-new-users-211014.pdf)
+
+## Introduction
+
+This document describes a competency scale as a tool to help measure/describe RSEs ability to demonstrate a particular
+skill or competency (i.e. an individual’s competency level for a particular skill). It can serve as a guide to
+understanding the expected proficiency at each level (i.e. the expected proficiency of top performers at each level and
+what an individual is expected to be able to do/aim for at the top of a level). It can be used by an individual to
+compare, e.g., their current level of proficiency to that of individuals at the level above or top performers at the same
+level. In addition, when combined with the RSE Competencies framework, this should be a useful tool for curriculum design
+and planning professional development.
+
+The scale has been heavily inspired by the [NIH Competencies ProficiencyScale](https://hr.nih.gov/working-nih/competencies/competencies-proficiency-scale).
+In addition, we tried to (roughly) map each of the levels to the six main categories, or hierarchical levels,
+of [Bloom's Taxonomy](https://en.wikipedia.org/wiki/Bloom's_taxonomy) (recap included below), which describe learning objectives
+an individual is aiming to achieve at each level:
+
+1. Remembering/Knowledge
+2. Understanding/Comprehension
+3. Application
+4. Analysing
+5. Evaluation
+6. Creating/Synthesis
+
+<img src="images/blooms-taxonomy.png" alt="Six categories of Bloom's taxomomy of learning objectives including:
+remembering, understanding, application, analysing, evaluation, creating" style="width: 600px;"/>
+
+[Bloom’s taxonomy as revised by Lorin Anderson in 1990](https://study.com/learn/lesson/blooms-taxonomy-uses-levels-examples.html)
+(Image credit [Center for Teaching Vanderbilt University @Flickr](https://www.flickr.com/photos/vandycft/29428436431),
+licence CC BY 2.0)
+
+Mapping to Bloom’s taxonomy should be used to aid the design and development of curricula and defining learning objectives
+at each skill/competency level as learners advance through the process of learning, from the fundamental stages of
+remembering and understanding to the more complex stages of evaluating and creating.
+
+## RSE Competency Scale
+
+We propose the following 5-level competency scale, and the related mapping from a competency level to a category in
+Bloom’s taxonomy. Each level is described in terms of what **tasks** people at each level are already capable of
+performing and what the main **focus** of people at that level is. While most people at each level will be practising
+skills across several (adjacent) categories of Bloom’s taxonomy, the focus in this case can be interpreted as what skills
+people at that level will spend most time and energy developing and practising.
+
+<img src="images/skill-levels.png" alt="5 skill levels mapped to six categories of Bloom's taxomomy, with skill level 1
+mapped to remembering, level 2 to understanding, level 3 to applying, and level 4 and 5 jointly mapped to analysing,
+eveluation and creating" style="width: 600px;"/>
+
+A mapping from competency levels to Bloom’s taxonomy
+
+**Level 0** - None or N/A
+
+* You do not possess this competency or are not required to apply or demonstrate this competency (this competency is not
+applicable
+* to your position).
+
+**Level 1** - Fundamental awareness (basic knowledge)
+
+* You have a common knowledge or an understanding of basic techniques and concepts.
+* Focus is on learning and **remembering**.
+
+**Level 2** - Novice (limited experience)
+
+* You have the level of experience gained in a classroom or as a trainee on-the-job. You are expected to need help when
+performing this competency.
+* You understand and can discuss terminology, concepts, principles and issues related to this competency; you can use the
+full range of reference and resource materials in this skill.
+* Focus is on **understanding**and developing through on-the-job experience.
+
+**Level 3** - Intermediate prctitioner (practical application)
+
+* You are able to successfully complete tasks in this competency as requested. Help from an advanced practitioner/expert
+may be required from time to time, but you can usually perform the competency independently.
+* You have applied this competency to situations occasionally while needing minimal guidance to perform tasks successfully.
+* You understand and can discuss the application and implications of changes to processes and policies in this area.
+* Focus is on **applying** well known algorithms, paradigms and solutions to the job at hand and enhancing knowledge or skill.
+
+**Level 4** - Advanced practitioner (applied theory)
+
+* You can perform the actions associated with this skill without assistance. You are certainly recognized within your
+immediate group/organisation as "a person to ask" when difficult questions arise regarding this skill.
+* You have consistently provided practical/relevant ideas and perspectives on process or practice improvements which may
+easily be implemented.
+* You are capable of mentoring others in the application of this competency by translating complex nuances relating to
+this competency into easy to understand terms.
+* You participate in the development of reference and resource materials in this competency.
+* Focus is on designing or architecting new solutions  - **analysing, evaluating** and **creating/synthesis**.
+
+**Level 5** - Expert (recognized authority)
+
+* You can provide guidance, troubleshoot and answer questions related to this area of expertise and the field where the
+skill is used.
+* You have demonstrated consistent excellence in applying this competency across multiple projects and/or organisations.
+* You are being recognised inside and outside your organisation as an authority in the area of the competency.
+* You create new applications for and/or lead the development of reference and resource materials for this competency.
+* You are able to explain the relevant process elements and issues in sufficient detail during discussions and presentations,
+to foster a greater understanding among internal and external colleagues and collaborators.
+* Focus is on **strategy** in the area of competency and shaping organisational and (inter)national policies.