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| Framework | Dimensions and their meanings |
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| KSMTSS [33] | Knowledge: a usable body of facts and concepts, retention of information, whether technical, or a method of communication |
| Skill: the ability to state a goal, list the action sequence, and think logically and systematically; problem-solving ability, accurate self-assessment, interpersonal ability to manage or orchestrate the work of a team |
| Motive: a desire to achieve goals as a reflection of improving one’s performance |
| Trait: physical control, a disposition to take an initiative, risk orientation |
| Self-image: a person’s self-assessment of the values and personal characteristics |
| Social role: a person’s perception of a set of social norms, fit in the expectation of social groups |
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| CFBE [34] | Cognitive competence: formal professional knowledge, tacit-practical knowledge, procedural knowledge, and contextual knowledge as well as knowledge application |
| Functional competence: occupation-specific function, process management, mental and physical skills |
| Behavioral competence: confidence, persistence, independent thinking, emotional and stress control, listening skills, task-centered awareness, interpersonal skills |
| Ethical competence: abide by the laws, the rule of morality, be sensitive to the needs of others and value, adopt appropriate attitudes, abide by the professional code of conduct, self-regulation, environmental sensitivity, customer-centeredness, moral judgment, acknowledge boundaries of own competence, keep up to date |
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| KSEQ [32] | Knowledge: use data, facts, and information about things and processes and understand the rationale and why in professional practice |
| Skills: identify problems, coordinate conflicting information, make a judgment in time and apply techniques and procedures to the job |
| Experience: the history of accumulated job experience |
| Qualifications: requirements for individuals to engage in certain occupations such as professional license and organization-specific training |
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| CFPSM [35, 36] | Cognitive competence: technical/theoretical knowledge, procedural knowledge, informal tacit/practical knowledge, contextual/background knowledge |
| Functional competence: “know how” things that an individual who works in a particular career field should be able to do and demonstrate, such as directing subordinates, goal and action management, human resource management, focus on others |
| Personal competence: Decisive action, ethical behavior, communication, focusing on results, influence others, self-management, information searching |
| Social competence: ability and willingness to cooperate, interact responsibly with others, act in a team and relationship-oriented manner |
| Meta-competence: ability to facilitate the acquisition of the other substantive competences or skills |
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| KSAOs [37] | Knowledge: a body of various professional knowledge such as law, business, manufacturing, communications, arts, health services engineering, and mathematics |
| Skills: content skills, process skills, resource management, social skills, technical skills, systems skills, and complex problem-solving skills |
| Abilities: physical abilities like flexibility, balance, and coordination; cognitive abilities like verbal, memory, and perceptual; psychomotor abilities like control movement, reaction time, and fine manipulative; and sensory abilities like auditory and speech |
| Other characteristics: achievement orientation, interpersonal orientation, conscientiousness, adjustment, social influence, and practical intelligence |
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| APSRSI [38] | Ability: task performance, the potential for performance under certain situational supports and constraints |
| Performance: know-how ability to perform physically or mentally, or both |
| Standardization: required tasks or responses to elicit performance are identical, identical working conditions, same administration for all test participants |
| Real-life: performance has to be observed in real-life situations |
| Standards: some level or standard of performance, such as “adequate,” “sufficient,” “proper,” “suitable,” or “qualified” |
| Improvement: competence is malleable, deliberate practice, education or some other environmental intervention can be used as tools for improvement |
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| KSA [14] | Knowledge: disciplinary knowledge, specific professional knowledge |
| Skills: working with artifacts, multitasking, processing information, instant decision-making |
| Attitudes: accuracy, coping with pressure, integrity, stress tolerance, feeling for specific jobs |
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| KSASPDICL [39] | Knowledge: disciplinary knowledge, knowledge base and cognitive competence |
| Skills: working with artifacts, functional competence, and perceptual motor skills |
| Attitudes: affective factors and meta-competence |
| Sociality: social skills, social interaction, and social role |
| Personal traits: individual merit |
| Discretion: mode of behavior, intuition, and revelation |
| Information: information processing and methodology |
| Context: specific situation and task, background, and culture |
| Learning: mode of learning, professional learning |
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