This chapter provides an overview of the relevant research on professional competencies in industrial-technical fields, focusing on the nonacademic level. First, we outline the findings on structures of competencies and proficiency scaling which apply across fields, reflecting the relevant state of research within Germany. Then, we present new trends on the development of instruments for measuring professional competencies. Finally, we address the issue of relevant predictors for the development of professional competence. The key results of the research in this field are: 1.Professional competencies are multidimensional constructs, whereat generally we can differentiate between professional knowledge and subject-specific problem-solving skill, the latter representing the ability to update the professional knowledge by dealing with problematic requirements. Further differentiations are observable in the course of apprenticeship, both for the professional knowledge and for the subject-specific problem-solving skill.2.In the end of apprenticeship, significant proportions of the trainees do not meet the required standards stated in the curricula.3.Authentic simulations of technical systems prove to be valid instruments for assessing professional competencies.4.The professional knowledge is the strongest predictor for the subject-specific problem-solving skill (e.g., operationalized by troubleshooting in technical systems). Relevant predictors for the professional knowledge are the physical-technical prior knowledge, the IQ, and mathematical and reading basic competencies. Curricular foci and motivational aspects are also relevant, but with substantially lower weights than in the case of the prior cognitive capacities. Quality features of teaching-learning arrangements influence the competence manifestations only indirectly through motivation. © Springer International Publishing Switzerland 2017.
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