The timeline of profession building.

Stage 1: Novice

Normally, the instruction process begins with the instructor decomposing the task environment into context-free features which the beginner can recognize without previous experience in the task domain. The beginner is then given rules for determining actions on the basis of these features, like a computer following a program.
Stage 2: Advanced Beginner

As the novice gains experience actually coping with real situations, he begins to note, or an instructor points out, perspicuous examples of meaningful additional aspects of the situation. After seeing a sufficient number of examples, the student learns to recognize these new aspects. Instructional maxims now can refer to these new situationalaspects, as well as to the objectively definednonsituational features recognizable by the inexperienced novice.
Stage 3: Competence

With more experience, the number of potentially relevant elements that the learner is able to recognize becomes overwhelming. At this point, since a sense of what is important in any particular situation is missing, performance becomes nerve-wracking and exhausting, and the student may well wonder how anyone ever masters the skill.
Stage 4: Proficient

If events are experienced with involvement as the learner practices her skill, the resulting positive and negative experiences will strengthen successful responses and inhibit unsuccessful ones. The performer's theory of the skill, as represented by rules and principles, will thus gradually be replaced by situational discriminations accompanied by associated responses. Proficiency seems to develop if, and only if, experience is assimilated in this atheoretical way and intuitive behavior replaces reasoned responses.
Stage 5: Expert

The proficient performer, immersed in the world of his skillful activity, sees what needs to be done, but must decide how to do it. The expert not only sees what needs to be achieved; thanks to a vast repertoire of situational discriminations he sees how to achieve his goal. The ability to make more subtle and refined discriminations is what distinguishes the expert from the proficient performer. The expert has learned to distinguish among many situations, all seen as similar by the proficient preformer, those situations requiring one action from those demanding another. That is, with enough experience in a variety of situations, all seen from the same perspective but requiring different tactical decisions, the brain of the expert performer gradually decomposes this class of situations into subclasses, each of which shares the same action. This allows the immediate intuitive situational response that is characteristic of expertise.

Attributes sought that could scope competencies of KM profession.

Conceptual Thinking
The ability to analyze hypothetical situations or abstract concepts to compile insight.
Continuous Learning
The ability to take personal responsibility and action toward learning and implementing new ideas, methods and technologies
Results Orientation
The ability to identify actions necessary to complete tasks and obtain results.
Interpersonal Skills
The ability to interact with others in a positive manner.
Planning and Organizing
The ability to establish a process for activities that lead to the implementation of systems, procedures and outcomes.
Self Starting
The ability to initiate and sustain momentum without external stimulation.
Self Management
The ability to prioritize and complete tasks in order to deliver desired outcomes within allotted time frames.
Goal Achievement
The ability to identify and prioritize activities that lead to a goal.
Problem Solving
The ability to identify key components of a problem to formulate a solution or solutions
Diplomacy and Tact
The ability to treat others fairly, regardless of personal biases or belief
Developing Others
The ability to contribute to the growth and development of others.
Influencing Others
The ability to personally affect others’ actions, decisions, opinions or thinking.
The ability to quickly recover adversity.
Personal Accountability
A measure of the capacity to be answerable for personal actions.
Decision Making
The ability to analyze all aspects of a situation to gain thorough insight to make decisions.
The ability to cooperate with others to meet objectives.
The ability to readily modify, respond to and integrate change with minimal personal resistance.
Accountability for Others
The ability to take responsibility for others’ actions.

Leading Others
The ability to organize and motivate people to accomplish goals while creating a sense of order and direction.
Conflict Management
The ability to resolve different points of view constructively.
Customer Focus
A commitment to customer satisfaction.
Objective Listening
The ability to listen to many points of view without bias.

Empathetic Outlook
The capacity to perceive and understand the feelings and attitudes of others.