# Enhancing Smart Cities' Resilience Through Competency Assessment and Open Data Utilization
## 4 SCRO Competencies Assessment Methodology  
Competence assessment is a structured process that involves assigning to individuals proficiency levels ranging from performing straightforward tasks under guidance to mastering complex tasks demanding creativity. Various frameworks for competency assessment typically consist of four to six levels of proficiency, each further divided into two sub-levels to ensure detailed granularity. A prominent reference in Europe for such an assessment is the DigComp2.2 framework [15]. In the context of SCROs, the DigComp2.2 framework, with its four primary proficiency levels, has been adopted as the basis for evaluating SCRO competencies. However, unlike generic frameworks, the methodology here specifically targets resilience-related challenges, integrating risk identification, crisis response, and long-term adaptation as critical dimensions. In this context, competencies are defined as a combination of knowledge, skills, and attitudes necessary for effective and efficient decision-making and actions. Competence assessment through proficiency levels provides valuable insights into the skills required for smart city development, encompassing urban planning, information technology, sustainability, and governance. Using the conceptualization of competency presented in Table 2, a standardized set of self-assessment questions has been developed, outlined in Table 3 below. A self-assessment tool enables individuals to measure and understand their competencies in managing resources and initiatives designed to monitor and enhance city resilience. By separating each competency into four levels--foundation, intermediate, advanced, and specialized--our methodology aligns with existing frameworks yet customizes them for resilience tasks, reflecting the distinctive nature of SCRO roles. This process typically involves completing a questionnaire or other forms of evaluation that cover various aspects of resilience management, such as risk identification, planning, decision-making, communication, team dynamics, learning, and adaptation [44]. These tools are particularly beneficial for individuals who prefer hands-on learning [45], such as city officers, as they provide immediate, personalized feedback. This feedback can then be used to identify areas of strength and areas for improvement. Furthermore, the process of self-assessment can enhance self-awareness and foster a sense of ownership over one's own learning and development [46]. Self-assessments also facilitate experiential learning [47; 48], a crucial \begin{table}
\begin{tabular}{c c c c c} \hline \hline
**Competence** & **Foundation** & **Intermediate** & **Advanced** & **Specialized** \\ \hline
**Knowledge** & & & & \\
**sophistication** & Awareness & Comprehension/Application & Analysis/Synthesis & Evaluation/Ideation \\ \hline
**Complexity of** & Simple task & Tasks and well-defined and no routine problems & Most appropriate tasks & Resolve complex problems with many interacting factors \\ \hline
**Attitude** & With & On one’s own & Guiding others & Propose new ideas and processes to the field \\ \hline \hline \end{tabular}
\end{table} 
Table 2: Systematization of knowledge, skills, and attitudes at each proficiency level. \begin{table}
\begin{tabular}{c c} \hline \hline
**Foundation** & **With Appropriate Guidance Where Needed, I Can:** \\ \hline
**Intermediate** & Independently, according to my own needs, I can: \\ \hline
**Advanced** & According to my own needs and those of others, and in complex contexts, I can: \\ \hline
**Specialized** & At a specialized level, proposing novel ideas when needed, I can: \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Structuring of questions in the self-assessment tool according to the proficiency level. aspect of hands-on learning. Individuals can enhance their competencies by integrating personal experiences with the theoretical understanding of resilience management.