This competency framework defines three levels of competency in legal work – Foundational, Intermediate, and Advanced. As this framework attempts to classify both cognitive knowledge and technical skills, a blend of existing taxonomies was required. Thus, this framework is an adaptation of a 2001 revision of Bloom’s Taxonomy of Educational Objectives and Simpson’s Psychomotor Domains, which in itself was an adaptation of Bloom.
Details follow in the description of each competency level, but for quick reference, the competency levels are broken down as follows:
| Glassmeyer | Bloom | Simpson |
| Foundational | Remember Understand | Perception Set Guided Response |
| Intermediate | Apply Analyze | Mechanism Complex Overt Response |
| Advanced | Evaluate Create | Adaptation Origination |
Foundational Skills and Knowledge
The first level of competency is Foundational Skills and Knowledge. The “Foundational” name was chosen over “Basic” to encompass a more holistic and interconnected view of legal technology and innovation and to encourage the attainment of a broad set of skills and knowledge at a basic level. No matter what type of legal work one does, there is at least one foundational knowledge or skill needed in every work domain.
This level is based on the Knowledge and Comprehension levels of Bloom’s taxonomy and Perception, Set, and Guided Response levels of Simpson’s Psychomotor Domain. The goal for the learner is to be able to recall or recite basic facts and concepts and then explain or define them. They should also be able to complete technological tasks if directed how to proceed or if they have a demonstration to imitate.
Some action verbs used to demonstrate competency in this level are: List, Name, Compare, Describe, Use, Begins, Follows, Reproduces, Copies, and Explain
If a learner is exploring a type of technology, they should be able to answer the following types of questions or demonstrate the following skills: What tools are available to enhance this type of work? Can you explain what a particular tool does? Are you able to identify appropriate use cases for this tool? They should be able to use a tool to perform an intended task if provided with detailed instructions.
If the learner is exploring a type of process or concept, they should be able to answer the following types of technology or demonstrate the following skills: What are the benefits of this concept? Who is best served by performing or enacting this?
Intermediate Skills and Knowledge
The second level of competency is “Intermediate Skills and Knowledge.” Learners should plan to attain Intermediate Competency in more than one Domain. The exact number will depend on the type of work performed regularly by the learner.
This competency level is based on the Application and Analysis levels of Bloom’s Taxonomy and the Mechanism and Complex Overt Response levels of Simpsons Psychomotor Domains. At this level of competence, a learner should be able use concepts or tools in new situations from where they originally were introduced. They should also be able break down concepts into smaller ideas as well as draw connections between ideas. Additionally, they should also be able to perform technological tasks quickly, accurately, and without requiring repeated instruction. They should be able to perform technological tasks automatically and without hesitation.
Some action verbs used to demonstrate competence at this level are: apply, illustrate, operate, analyze, relate, compare, contrast, differentiate, organize, manipulate, construct, dismantle, and distinguish.
If a learner is exploring a type of technology, they should be able to answer the following types of questions or demonstrate the following types of skills: How would this type of tool fit into my current work? How is it different from what I currently use for this workflow? Would using it be an improvement on my current work? What other types of tools can be used to do this? They should be able to use the tool without requiring assistance and be exploring advanced or “power user” functionality.
If a learner is exploring a concept or process, they should be able to answer the following types of questions or demonstrate the following types of skills: How can I integrate this into my current work? How would using it change my current work? What are the benefits to using it?
Advanced Skills and Knowledge
The highest level of competency is the Advanced level. With the usual caveat that actual requirements depend on the type of work an individual performs, a person should aim to be at the advanced level for at least one domain of work, if not multiple.
The Advanced level is a combination of the Evaluate and Create levels of Bloom’s Taxonomy and the Adaptation and Origination levels of Simpson’s Psychomotor Domains. At this level, the learner should be using their highest order of thinking and action.
Individuals demonstrating advanced competency should be able to review information and make judgements. They should also be able to combine elements together to make a new whole. For technological tools, learners should be able to modify a tool for another use other than its intended one. They may be able to create a tool from scratch without relying heavily on templates.
Action verbs associated with this level of competency are: combine, design, create, evaluate, measure, revise, adapt, alter, construct, and organize.
If a learner is exploring a type of technology, they should be able to answer the following types of questions or demonstrate the following types of skills: For my needed use case, which vendor’s product best meets my needs? What programming language would best create a solution to this problem? They should be able to create a technological product from scratch or by modifying a template or codebase.
If a learner is exploring a concept or process, they should be able to answer the following types of questions or demonstrate the following types of skills: How can I improve upon this workflow? Of possible alternative ways of changing this process, which is the best option for me and my organization? Adapt a concept to better fit their work environment.