This chapter clarifies, for the occupations of car mechatronics and electronic technicians: (1) whether the conceptual competency dimensions action-centered and not directly action-centered occupation-specific knowledge have further sub-dimensions and if so, whether these sub-dimensions change during vocational training; (2) whether the conceptual competency dimensions occupation-specific problem solving, action-centered and not directly action-centered occupation-specific knowledge can be empirically validated; and (3) what can be held responsible for the sub-dimensions and their potential change over time? To answer these questions, we conducted three consecutive projects, embedding three longitudinal (n = 880) and two cross-sectional studies (n = 911). Confirmatory analyses confirm the conceptual competency structure but also show the existence of up to six sub-dimensions of not directly action-centered knowledge and up to three sub-dimensions of action-centered knowledge, depending on the occupation and the point of measurement in training. In both occupations, the competency structures rise progressively with time spent in training. Based on certain indications we assume that the multidimensional fluidity, for instance, is caused by increasing diversity and complexity of contents and actions in training, and diversity of learning environments at school and in the workshop. This chapter highlights the main findings, discussing the impact of the test instruments’ characteristics on their capability to show dimensionality, and their satisfying psychometric properties. © 2017, Springer International Publishing AG.
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