Software Assurance Competency Model

In this model, the term competency represents the set of knowledge, skills, and effectiveness needed to carry out the job activities associated with one or more roles in an employment position. Effectiveness is concerned with the ability to apply knowledge and skills in a productive manner, characterized by attributes of behavior such as aptitude, initiative, enthusiasm, willingness, communication skills, team participation, and leadership.

L1 Technician Possesses technical knowledge and skills, typically gained

through a certificate or an associate degree program, or equivalent knowledge and experience

May be employed in a system operator, implementer, tester, or maintenance position with specific individual tasks assigned by someone at a higher level

Main areas of competency: System Operational Assurance, System Functionality Assurance, and System Security Assurance (see Table 1)

Major tasks: tool support, low-level implementation, testing, and maintenance

L2 Professional Entry Level Possesses application-based knowledge and skills and entry-

level professional effectiveness, typically gained through abachelor’s degree in computing or through equivalent professional experience

May perform all tasks of L1. May also manage a small internal project; supervise and assign sub-tasks for L1 personnel; supervise and assess system operations; and implement commonly accepted assurance practices

Main areas of competency: System Functionality Assurance, System Security Assurance, and Assurance Assessment (see Table 1)

Major tasks: requirements fundamentals, module design, and implementation

L3 Practitioner

Possesses breadth and depth of knowledge, skills, and effectiveness beyond L2, and typically has two to five yearsof professional experience

May perform all tasks of L2. May also set plans, tasks, and schedules for in-house projects; define and manage such projects and supervise teams on the enterprise level; reportto management; assess the assurance quality of a system; implement and promote commonly accepted software assurance practices

Main areas of competency: Risk Management, Assurance Assessment, and Assurance Management

Major tasks: requirements analysis, architectural design, tradeoff analysis, and risk assessment

L4 Senior Practitioner Possesses breadth and depth of knowledge, skills, and

effectiveness and a variety of work experiences beyond L3, with 5 to 10 years of professional experience and advanced professional development at the master’s level or with equivalent education/training

May perform all tasks of L3. May also identify and explore effective software assurance practices for implementation, manage large projects, interact with external agencies, and so forth

Main areas of competency: Risk Management, Assurance Assessment, Assurance Management, and Assurance Across Lifecycles (see Table 1)

Major tasks: assurance assessment, assurance management, andrisk management across the lifecycle

L5 ExpertPossesses competency beyond L4; advances the field by developing,modifying, and creating methods, practices, and principles at theorganizational level or higher; has peer/industry recognition; typically includes a low percentage of an organization’s workforce within the SwA profession (e.g., 2 % or less).

The following table shows the definitions of the elements of effectiveness:

AptitudeL2-L5

The ability to do a certain software assurance activity at a certain level of competence.Aptitude is not the same as knowledge or skill but rather indicates the ability to apply knowledge in an adept manner.

InitiativeL1-L5

The ability to start and follow through on a software assurance work activity with interest and determination

EnthusiasmL1-L5

Being interested in and excited about performing a software assurance work activity

WillingnessL1-L5

Undertaking a work activity, when asked, even if it is an activity the individual is not enthusiastic about performing

CommunicationL2-L5

Expressing thoughts and ideas in both oral and written forms in a clear and concise manner while interacting with team members, managers, project stakeholders, and others

TeamworkL1-L5

Working professionally and willingly with other teammembers while collaborating on work activities

LeadershipL3-L5

Effectively communicating a vision, strategy, or technique that is accepted and shared by team members, managers, project stakeholders, and others

SFIA

The Skills Framework for the Information Age (SFIA) defines sevenlevels expressed in terms of Autonomy, Complexity, Influence and Business skills. The skill definitions are diagnostic, not prescriptive: they contain enough information to enable a rational management judgment as to whether someone has the skill,and if so at what level. They do not attempt to list all the things that the skilled individual might be able to do.

IT professional capability comes from a combination of professional skills, behavioural skills and knowledge. Experience

and qualifications validate that overall capability. Professionalskills. Business process improvement and Database design are justtwo examples of almost 100 fundamental professional IT skills defined by SFIA. Behavioural skills. Most organisations recognisea set of behavioural skills. These vary considerably from one organisation to another. Knowledge. Technologies, products, internal systems, services, processes, methods and even legislation are all examples of areas where IT professionals are required to have knowledge. Experience and qualifications. These validate the individual’s capability. Qualifications certify elements of skill or knowledge; experience gives practical demonstration of capability. The right sort of experience also acts as a powerful force for learning, thereby enhancing capability.

The levels are called:

1. follow2. assist3. apply4. enable5. ensure, advise6. initiate, influence7. Set strategy, inspire

Level

Autonomy Influence Complexity Business skills

1 Works undersupervision. Uses little discretion.Is expectedto seek guid-ance

Interacts with immediate colleagues.

Performs routine activities in a structured environment.Requires assistance

Uses basic information systems and technology functions, applications, and processes. Demonstrates an

in unexpected situations.

in resolvingunexpected problems.

organised approachto work. Learns new skills and applies newly acquired knowledge. Followscode of conduct and organisationalstandards. Has sufficient communi-cation skills for effective dialoguewith colleagues. Contributes to identifying own development opportunities.

Works underroutine direction. Uses minor discretion in resolving problems orenquiries. Works without frequent reference to others.

Interacts with and mayinfluence immediate colleagues. May have some external contact withcustomers, suppliers and partners. May have more influence inown domain.

Performs a range of varied work activities in a varietyof structured environments. Contributes to routine problem resolution.

Understands and uses appropriate methods, tools andapplications. Demonstrates a rational and organised approachto work. Is aware of health and safety issues. Identifies and negotiates own development opportunities. Hassufficient communication skills for effective dialoguewith customers, suppliers and partners. Is able

to work in a team.Is able to plan, schedule and monitor own work within short time horizons. Absorbs technical information when it is presented systematically andapplies it effectively

Works undergeneral direction. Uses discretion in identifyingand resolving complex problems and assignments. Usually receives specific instructions and has work reviewed atfrequent milestones.Determines when issuesshould be escalated to a higher

Interacts with and influences department/project team members. Hasworking level contact withcustomers and suppliers. In predictable and structured areas may supervise others. Makes decisions which may impact on the work assigned to individuals or phases of

Performs a broad range of work, sometimes complex and non routine,in a varietyof environments. Applies methodical approach to problem definition and resolution.

Understands and uses appropriate methods, tools andapplications. Demonstrates an analytical and systematic approach to problem solving. Takes the initiative in identifying and negotiating appropriate personal development opportunities. Demonstrates effective communication skills. Contributes fully to the work of teams. Plans, schedules and monitors own work (and that of

level. projects. others where applicable) competently withinlimited deadlines and according to relevant legislation and procedures. Absorbs and applies technical information. Worksto required standards. Appreciates the wider field of information systems, and how own role relates to other roles andto the business ofthe employer or client.

Works undergeneral direction within a clear framework of accountability. Exercises substantialpersonal responsibility and autonomy. Plans own work to

Influences team and specialist peers internally. Influences customers ataccount level and suppliers. Has some responsibility for the work of others and for the allocation

Performs a broad range of complex technical orprofessionalwork activities, in a varietyof contexts.Investigates, defines and resolvescomplex problems.

Selects appropriately fromapplicable standards, methods, tools andapplications. Demonstrates an analytical and systematic approach to problem solving. Communicates fluently orally and in writing, and can present complex technical information to

meet given objectives and processes.

of resources. Participatesin external activities related to own specialism. Makes decisions which influence the success of projects and team objectives.

both technical andnon-technical audiences. Facilitates collaboration between stakeholders who share common objectives. Plans,schedules and monitors work to meet time and quality targets and in accordance with relevant legislation and procedures. Rapidly absorbs new technical information and applies it effectively. Has agood appreciation of the wider fieldof information systems, their usein relevant employment areas and how they relate to the business activities of the employer or client. Maintains an awareness of developing technologies and their application and takes some

responsibility forpersonal development.

Works underbroad direction. Work is often self-initiated. Is fully accountablefor meetingallocated technical and/or project/supervisory objectives.Establishesmilestones and has a significantrole in thedelegation of responsibilities.

Influences organisation, customers,suppliers, partners andpeers on thecontributionof own specialism. Builds appropriate and effective business relationships. Makes decisions which impactthe success of assigned projects i.e. results, deadlines and budget. Has significant influence over the allocation and management of resourcesappropriate to given assignments.

Performs an extensive range and variety of complex technical and/or professionalwork activities. Undertakes work which requires theapplication of fundamental principles in a wide and often unpredictable range of contexts. Understands the relationshipbetween own specialism and wider customer/organisational requirements.

Advises on the available standards, methods, tools andapplications relevant to own specialism and canmake appropriate choices from alternatives. Analyses, designs,plans, executes and evaluates workto time, cost and quality targets. Assesses and evaluates risk. Communicates effectively, both formally and informally. Demonstrates leadership. Facilitates collaboration between stakeholders who have diverse objectives. Understands the relevance of own area of responsibility/ specialism to the employing organisation.

Takes customer requirements into account when making proposals. Takes initiative to keep skills up to date. Mentors colleagues. Maintains an awareness of developments in the industry. Analyses requirements and advises on scope and options for continuous operational improvement. Demonstrates creativity and innovation in applying solutionsfor the benefit ofthe customer/stakeholder. Takes account of relevant legislation.

Has definedauthority and responsibility for a significantarea of work, including technical,

Influences policy formation onthe contributionof own specialism to business objectives. Influences a

Performs highly complex workactivities covering technical, financial and quality aspects. Contributes

Absorbs complex technical information and communicates effectively at alllevels to both technical and non-technical audiences. Assesses and

financial and qualityaspects. Establishesorganisational objectives and delegates responsibilities. Is accountablefor actionsand decisions taken by self and subordinates.

significant part of own organisation. Develops influential relationships with internal andexternal customers/suppliers/partners at senior management level, including industry leaders. Makes decisions which impactthe work of employing organisations, achievement of organisational objectives and financial performance.

to the formulation and implementation of IT strategy. Creatively applies a wide range of technicaland/or management principles.

evaluates risk. Understands the implications of new technologies. Demonstrates clearleadership and theability to influence and persuade. Has a broad understanding of all aspects of IT and deep understanding of own specialism( s). Understands and communicates the role and impact ofIT in the employing organisation and promotes compliance with relevant legislation. Takesthe initiative to keep both own and subordinates' skills up to date and to maintain anawareness of developments in the IT industry.

Has authority and responsibility for all

Makes decisions critical to organisational success.

Leads on theformulation and implementation of

Has a full range of strategic management and leadership skills.Understands,

aspects of a significantarea of work, including policy formation and application. Is fully accountablefor actionstaken and decisions made, both by self andsubordinates.

Influences developmentswithin the IT industry at the highest levels. Advances theknowledge and/or exploitationof IT withinone or more organisations. Develops long-term strategic relationships with customers, partners, industry leaders and government.

strategy. Applies the highest level of management and leadership skills. Has a deep understanding of the IT industry andthe implicationsof emerging technologiesfor the wider business environment.

explains and presents complex technical ideas toboth technical andnon-technical audiences at all levels up to the highest in a persuasive and convincing manner.Has a broad and deep IT knowledge coupled with equivalent knowledge of the activities of those businesses and other organisations thatemploy IT. Communicates the potential impact of emerging technologies on organisations and individuals and assesses the risksof using or not using such technologies. Assesses the impact of legislation, and actively promotes compliance. Takes the initiative to keep both own and subordinates’ skills up to date

and to maintain anawareness of developments in IT.

Cambridge Handbook of Expertise Analysis

1. Naïve: One who is totally ignorant of a domain2. Novice: Literally, someone who is new – a probationary

member. There has been some minimal exposure to the domain.3. Initiate: Literally, a novice who has been through an

initiation ceremony and has begun introductory instruction.4. Apprentice: Literally, one who is learning – a student

undergoing a program of instruction beyond the introductory level. Traditionally, the apprentice is immersed in the domain by living with and assisting someone at a higher level. The length of an apprenticeship depends on the domain, ranging from about one to 12 years in the Craft Guilds.

5. Journeyman: Literally, a person who can perform a day’s labor unsupervised, although working under orders. An experienced and reliable worker, or one who has achieved a level of competence. Despite high levels of motivation, it is possible to remain at this proficiency level for life.

6. Expert: The distinguished or brilliant journeyman, highly regarded by peers, whose judgments are uncommonly accurate and reliable, whose performance shows consummate skill and economy of effort, and who can deal effectively with certaintypes of rare or “tough” cases. Also, an expert is one who has special skills or knowledge derived from extensive experience with subdomains.

7. Master: Traditionally, a master is any journeyman or expert who is also qualified to teach those at a lower level. Traditionally, a master is one of an elite group of experts whose judgments set the regulations, standards, or ideals. Also, a master can be that expert who is regarded by the

other experts as being “the” expert, or the “real” expert, especially with regard to sub-domain knowledge.

EQF

Each level in the European Qualifications Framework has three dimensions:

Knowledge (theoretical or factual) Skills (cognitive (involving the use of logical, intuitive

and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments))

Competency (responsibility and autonomy).

I have combined the three dimensions into a paragraph for each level:

1. Basic general knowledge, basic skills required to carry out simple tasks. work or study under direct supervision in a structured context.

2. Basic factual knowledge of a field of work or study, basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routineproblems using simple rules and tools. work or study under supervision with some autonomy

3. Knowledge of facts, principles, processes and general concepts, in a field of work or study, a range of cognitive and practical skills in accomplishing tasks. Problem solvingwith basic methods, tools, materials and information, responsibility for completion of tasks in work or study, adapting own behaviour to circumstances in solving problems.

4. Factual and theoretical knowledge in broad contexts within afield of work or study, expertise in a range of cognitive and practical skills in generating solutions to specific problems in a field of work or study, self-management withinthe guidelines of work or study contexts that are usually

predictable, but are subject to change, supervising the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities.

5. Comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge, expertise in a comprehensive range of cognitive and practical skills in developing creative solutions to abstract problems, management and supervision in contexts where there is unpredictable change, reviewing and developing performance of self and others.

6. Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles, advanced skills, demonstrating mastery and innovation in solving complex and unpredictable problems in a specialised field ofwork or study, management of complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts,for continuing personal and group professional development.

7. Highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking, critical awareness of knowledgeissues in a field and at the interface between different fields, specialised problem-solving skills in research and/or innovation to develop new knowledge and procedures and to integrate knowledge from different fields, managing and transforming work or study contexts that are complex, unpredictable and require new strategic approaches, taking responsibility for contributing to professional nowledge and practice and/or for reviewing the strategic performance of teams.

8. Knowledge at the most advanced frontier, the most advanced and specialised skills and techniques to solve critical problems in research and/or innovation, demonstrating

substantial authority, innovation, autonomy, scholarly or professional integrity.

e-CF

1. Associate: Able to apply knowledge and skills to solve straight forward problems; responsible for own actions; operating in a stable environment.

2. Professional: Operates with capability and independence in specified boundaries and may supervise others in this environment; conceptual and abstract model building using creative thinking; uses theoretical knowledge and practical skills to solve complex problems within a predictable and sometimes unpredictable context.

3. Senior Professional / Manager: Respected for innovative methods and use of initiative in specific technical or business areas; providing leadership and taking responsibility for team performances and development in unpredictable environments.

4. Lead Professional / Senior Manager: Extensive scope of responsibilities deploying specialised integration capability in complex environments; full responsibility for strategic development of staff working in unfamiliar and unpredictable situations.

5. Principal: Overall accountability and responsibility; recognised inside and outside the organisation for innovative solutions and for shaping the future using outstanding leading edge thinking and knowledge.

Other

Score

Proficiency Level Description

N/A NotApplicable

You are not required to apply or demonstrate this competency. This competency is not applicable to your position.

1

FundamentalAwareness(basic

knowledge)

You have a common knowledge or an understanding of basic techniques and concepts.

Focus is on learning.

2

Novice(limitedexperience

)

You have the level of experience gained in a classroom and/or experimental scenarios or as a trainee on-the-job. You are expected to need help when performing this skill.

Focus is on developing through on-the-job experience;

You understand and can discuss terminology,concepts, principles, and issues related tothis competency;

You utilize the full range of reference andresource materials in this competency.

3

Intermediate(practicalapplicatio

n)

You are able to successfully complete tasks in this competency as requested. Help from an expert may be required from time to time, but you can usually perform the skill independently.

Focus is on applying and enhancing knowledge or skill;

You have applied this competency to situations occasionally while needing minimal guidance to perform successfully;

You understand and can discuss the application and implications of changes to processes, policies, and procedures in thisarea.

4 Advanced(applied

You can perform the actions associated with thisskill without assistance. You are certainly

theory)

recognized within your immediate organization as"a person to ask" when difficult questions ariseregarding this skill.

Focus is on broad organizational/professional issues;

You have consistently provided practical/relevant ideas and perspectives on process or practice improvements which may easily be implemented;

You are capable of coaching others in the application of this competency by translating complex nuances relating to this competency into easy to understand terms;

You participate in senior level discussionsregarding this competency;

You assist in the development of reference and resource materials in this competency.

5 Expert(recognize

dauthority)

You are known as an expert in this area. You canprovide guidance, troubleshoot and answer questions related to this area of expertise and the field where the skill is used.

Focus is strategic; You have demonstrated consistent excellence

in applying this competency across multipleprojects and/or organizations;

You are considered the “go to” person in this area within NIH and/or outside organizations;

You create new applications for and/or leadthe development of reference and resource materials for this competency;

You are able to diagram or explain the relevant process elements and issues in relation to organizational issues and trends in sufficient detail during

discussions and presentations, to foster a greater understanding among internal and external colleagues and constituents.

Factor Evaluation System (FES)

The OPM uses FES to grade positions. FES includes nine factors common to most positions:

Factor 1 - Knowledge Required by the Position • Kind or nature of knowledge and skills needed. • How the knowledge and skills are used in doing the work.

Factor 2 - Supervisory Controls • How the work is assigned. • Employee's responsibility for carrying out the work. • How the work is reviewed.

Factor 3 - Guidelines • Nature of guidelines for performing the work. • Judgment needed to apply the guidelines or develop new

guides.

Factor 4 - Complexity • Nature of the assignment. • Difficulty in identifying what needs to be done. • Difficulty and originality involved in performing the work.

Factor 5 - Scope and Effect • Purpose of the work. • Impact of the work product or service.

Factor 6 - Personal Contacts • People and conditions/setting under which contacts are made.

Factor 7 - Purpose of Contacts • Reasons for contacts in Factor 6.

Note: In some FES standards the point values for factors 6 and 7 are combined into a matrix chart. The levels of each factor are described separately.

Factor 8 - Physical Demands • Nature, frequency, and intensity of physical activity.

Factor 9 - Work Environment • Risks and discomforts caused by physical surroundings and

the safety precautions necessary to avoid accidents or discomfort.

Description:

The description of the factors is included for reference:

FACTOR 1, KNOWLEDGE REQUIRED BY THE POSITION This factor answers two questions:

• what kind and level of knowledge and skills are needed; and • how are they used in doing the work.

Under FES, the knowledge factor includes information or facts theemployee must know to do the work. Sometimes a description of a skill requirement, which is generally observable, will be more precise. Show only the knowledge and skills essential for full performance of the work. Generally four or five statements are enough.

Do not describe educational, licensure, certification requirements, or degrees of proficiency unless these requirementscan be validated. Include special knowledge or skill requirementsthat are essential to successful performance and would be used asselective factors for recruitment. (Supervisors and staffing specialists can help determine these requirements.) Factor 1 doesnot credit personal characteristics, such as patience or creativity; they are considered inherently in other factors. FACTOR 2, SUPERVISORY CONTROLS This factor includes:

• how the work is assigned; • what the employee's responsibility is for carrying out the

work; and • how the work is reviewed.

The first subfactor considers how the supervisor defines assignments to the employee. For example, a supervisor might assign work with: detailed instructions on how to do the work; instructions only for new, difficult, or unusual aspects of the work; suggestions for procedures to follow; or only information about the objectives, priorities, and deadlines.

The employee's responsibility measures the degree of independence the employee has in making decisions. For example: an employee might work exactly as instructed; refer situations not covered by instructions to the supervisor; or handle all workindependently according to established policies and accepted practices.

The nature and extent of review of positions range from close and detailed, to spot check, to general review. Note that it is not just the degree of independence that is evaluated, but also the degree to which the nature of the work allows the employee to make decisions and commitments and to exercise judgment. For example, many clerical employees perform their workwith considerable independence and receive very general review. This work is evaluated, however, at the lower levels of this factor because there is limited opportunity to exercise judgment and initiative.

FACTOR 3, GUIDELINES This factor has two subfactors:

• the kind of guidelines used in doing the work; and • how much judgment is needed to use them.

The first subfactor addresses the guides themselves. Employees may use guides, such as desk manuals, agency regulations, standard operating procedures, handbooks, policies, and precedents. It is not necessary to list every specific guideline used or to list a guide by its actual name. For example, "agency regulations covering voucher processing" is far more meaningful than "XYZ Regulation 3210."

Specific instructions, procedures, and policies may limit the opportunity to interpret or adapt the guidelines. On the other hand, the absence of directly applicable guidelines may require the employee to use considerable judgment in adapting current or developing new guidance.

FACTOR 4, COMPLEXITY The three parts of this factor consider:

• the nature of the assignment; • what the employee considers when deciding what must be done; and • how difficult and original are the employee's actions or responses.

It is important to study the applicable FES standard before describing this factor because the kind of information needed differs from occupation to occupation.

Characterize the work in terms of the nature and variety of the tasks, methods, functions, projects, or programs carried out. This factor level should illustrate how the employee applies the knowledge and skills described in Factor 1. Some employees have little or no choice about how to perform the work. Others may have to develop, analyze, or evaluate information before the work can progress. The level of difficultyin carrying out the work varies depending on whether the facts orconditions are clear-cut and apply directly to the problem or issue; vary according to the nature of the subject matter, phase,

or problem handled; or involve unusual circumstances and incomplete or conflicting data. In some situations the work is mastered easily, and the employee takes the obvious course of action. The level of difficulty and originality increases as the employee considers differences in courses of action and refines methods or develops new techniques,concepts, theories, or programs to solve problems.

FACTOR 5, SCOPE AND EFFECT This factor includes:

• the purpose of the work; and • the impact of the work product.

The first subfactor states the objective to be achieved. This mayinvolve the conclusions reached and decisions or recommendations made; treatment or service provided; results of tests or researchperformed; or approvals or denials made. Do not confuse this subfactor with Factor 4, Complexity. Factor 4 deals with how the work is done to fulfill the purpose described in Factor 5. The impact of the work product or service identifies who or what benefits from the employee's work and how this benefit is realized. Consider only the effect of properly performed work. When "responsibility for accuracy" is critical in a position, it should be reflected in the complexity involved and the special knowledge required.

FACTOR 6, PERSONAL CONTACTS This is a one part factor covering the people contacted and the conditions under which the contacts take place. Creditable contacts are those made both face-to-face and by telephone. Describe contacts in terms of the work relationship, unusual circumstances in arranging the exchange, problems in identifying the role or authority of those taking part, or use of different ground rules in different situations. Do not include contacts with supervisors in this factor; they are credited under Factor 2.

FACTOR 7, PURPOSE OF CONTACTS This one part factor explains the purpose of the contacts described in Factor 6. This factor can be described by the following examples: to give or exchange information; to resolve problems; to provide service; to motivate, influence, or interrogate persons; or to justify, defend, negotiate, or settle matters. As appropriate, information that could affect the natureof the contacts can be covered. This might include, for example, dealing with people who are skeptical, uncooperative, unreceptive, or hostile; or, settling controversial issues or arriving at compromise solutions with people who have different viewpoints, goals, or objectives. Factors 6 and 7 presume that the same contacts will be evaluated for both factors. Therefore, use the same personal contacts that serve as the basis for the level selected for Factor 7 when selecting a level for Factor 6.

FACTOR 8, PHYSICAL DEMANDS This one part factor describes the nature of physical demands placed on the employee. Efforts such as climbing, lifting, stooping, and reaching can be important. The factor level should state how often and how intense the activity is and should include any physical characteristics or special abilities needed,such as specific agility or dexterity requirements. This factor relates to the application of the knowledge and skills mentioned in Factor 1.

FACTOR 9, WORK ENVIRONMENT This one part factor describes the physical surroundings in whichthe employee works and any special safety regulations or precautions that the employee must observe to avoid mishaps or discomfort. It is not necessary to describe normal everyday safety precautions, such as use of safe work practices in an office or observance of fire regulations and traffic signals.

This factor relates to the application of the knowledge and skills mentioned in Factor 1.