Dreyfus's Ladder of Competence

Dreyfus's ladder of competence1 Description Learning Modes (% Software Engineering LEVEL Description Embodiment)* Examples Just getting started in the domain. All action Memorization, drill, and simple Starting programmer. Focuses on Novice appears to be governed by rules defining practice. Demonstrations of play. syntax, compilation, simple (beginner) allowable moves and strategies. Practice in simple situations (0%). debugging. Basic concepts of Common situations are unfamiliar and are objects. Basic algorithms. Basic described by more rules. program design, software methods.

Advanced Recognizes common situations that help in Problem-solving and practice with Comfortable with syntax. Beginner recalling which rules should be exercised. Most rules and strategies. Play in realistic Composes (rookie) action is deliberate situations with supervision. Repeated basic programs to solve problems application of rules or conscious recall of prior practice up to several pages and tens of actions in the familiar situations. Can perform with common situations modules. Can write simple simple actions for customers; needs supervision (30%). programs for customers. Works for more complex tasks. well with direction.

Professional Carries out standard actions without causing Advanced problem-solving, Skilled in multiple languages. Deals (competent) breakdowns. Can fulfill standard promises to coaching on problem-solving and with programs of hundreds of customers satisfactorily without supervision. projects. Extensive practice in both modules. Designs systems and test Performs most standard actions without conscious common and exceptional situations. protocols, integrates components. application of rules. When faced with a Apprenticeship to more advanced Helps customers solve system new situation, works out appropriate actions by professionals and teams. design and configuration problems. application of rules. Membership in professional Can work on teams and with networks (60%). customers. May be a team leader.

* Percentages are suggestive, not quantitative

1 Peter J. Denning The Profession of IT, Career Redux, How can one design a career when career as an institution is dead? Entrepreneurs have an answerCOMMUNICATIONS OF THE ACM ( pág. 21 a 26) , September 2002/Vol.45,No. 9. Proficient Deals with complex situations effortlessly. Seldom Apprenticeship to experts.Coaching. Highly productive. Designs and Professional thinks in terms of rules and may have some Putting self into wide range of manages complex systems. (star) difficulty telling others what rules he or she works situations. Membership and Ingenious solutions. Clear code. with. Appropriate action appears to come from contribution to professional networks. Excellent problem-solver. experience and intuition, and is deliberately Teaches others (80%). Productivity much higher than chosen. Individual performance is a benchmark for average. Receives positive others. Considerable experience and practice assessments from customers across a wide range of situations over years of and other professionals. work.

Expert Consistently inspiring and excellent performances. Apprenticeship to masters. Extensive experience with large (virtuoso) Appears to solve difficult, complex problems systems. Anticipates subtle and effortlessly. Enormous breadth and depth of Advanced coaching, development indirect design issues. Anticipates knowledge. Acts appropriately without thought or of breadth, focus on observing and responds to customer conscious choice of actions. Routinely forms and and adopting style of the teacher. concerns. leads high-performance teams; admired by others Teaches others. Years or decades Leads teams well. High productivity. as a benchmark of team performance. of practice (95%). Solves difficult configuration and Performance standards are well beyond those of performance problems quickly. most practitioners. Master Capacity for long-range strategic thinking and Learning continues by working Develops new methods and action. Sees historical drifts and shifting clearings. with other masters as teachers. practices for the field. Admired Has studied with many different teachers and has Creates and leads professional for long, historical perspectives and developed own distinctive style. Has produced networks. Teaches others strategies. innovations in the standard practices of others, (100%). altered the course of history in the field, and knows how to do this again. Teaches others to be experts and masters. Legend Has attained high public standing with almost Same as for master with Widely admired software engineer mythical status as a master and performer. emphasis on public appearance who publicly set the pace for every- Leverages public standing to achieve results only (100%). one else. His or her articulations public figures could attain. Work has widely shape the direction of the field. accepted impact.